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'SUNDAY SCHOOL LESSONS 



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Class Ji^LLSA^ 

Book XA. 

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a SeconD gear of §)unDap S)c!)ooI iLe00on0 
for goung CftilDren 



THE MACMILLAN COMPANT^ 

NEW YORK • BOSTON • CHICAGO 
ATLANTA • SAN FRANCISCO 

MACMILLAN & CO , Limited 

LONDON • BOMBAY • CALCUTTA 
MELBOURNE 

THE MACMILLAN CO. OF CANADA, Ltd. 

TORONTO 



Si littlt cjild 08aII lean tfiem 

Isaiah 11:6. 




Schonherr 



Little lambs, so white and fair, 
Are the shepherd's tender care. 

Song. 



(After a photograph published by R. Tamme, Dresden. Copyrighted.) 



A SECOND YEAR OF 

SUNDAY SCHOOL LESSONS 

FOR YOUNG CHILDREN 



a Qganual for 
Ceacl)er0 anD Parent0 



PRESENTING A SERIES OF LESSONS SELECTED, ARRANGED, AND 
ADAPTED FOR THE USE OF YOUNG CHILDREN 



BY 

FLORENCE U. PALMER 



JReto gork 

THE MACMILLAN COMPANY 

1908 

All rights reserved 



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<> 



^3 



LIBRARY of congress] 
Two Copies Received I 

MAR 3 1^09 

CopyrijiMt tntry 

CLASS CU XXC, No. 

COPY 3. 



Copyright, 1909. 
By the MACMILLAN COMPANY 



Set up and electrotyped. Published February, 1909 



THE MASON-HENRY press 

SYRACUSE, XEW YORK 



^ 



TO 
MARY JULANIA VALENTINE 



AUTHOR'S WORD 

To THE Teacher: — 

So many schools provide new helps with the New Year, it 
has seemed advisable to open this course with the Winter 
Season. 

Where schools close for the Summer, the lessons can be 
commenced in the Autumn with the topic, "Work"; and the 
Summer topics, ''Play" and "Joy," can be omitted. 

So far as possible prepare your own Nature material, using 
the Development method. 

In the preparation of the work I gladly acknowledge 
the aid of my sister, Lois Sedgwick Palmer, who has experi- 
enced many of the lessons with the children, and of my friend, 
Josephine E. Worthington, whose work, as a mother, has been a 
help and an inspiration. 

The former Lessons have been so kindly received that 
this manual will be followed by a third, completing the Three 
Years' Course. 

With all good wishes, 

FLORENCE PALMER KING. 

Baltimore, Maryland 
Febrnar}- 1, 1909 



CONTENTS 

PAGE 

Author 's Word vii 

Topic I, Love 1 

1. The Good Shepherd 3 

2. Jesus 12 

3. The Children 15 

4. Behold, How He Loved! 20 

5. Love 24 

Topic II, Courage 28 

1. Be Strong 30 

2. Job . 34 

3. Daniel at the King 's Table 38 

4. Abraham 's Journey 43 

5. David and Goliath 48 

6. Eeview 53 

Topic III, Joy 56 

1. The Butterfly 58 

2. Easter Time 67 

3. The Joyful Procession , 70 

4. He is Eisen ! 73 

Topic IV, Speak the Truth 76 

1. The Honest Woodman 78 

2. Jacob and Esau 85 

Topic V, Our Heavenly Father 91 

1. Hester 's Dream 93 

2. The World-Home 96 

3. Two Children 100 

4. Wee Gibbie 104 

Topic TI, ' ' A New Commandment " 109 

1. Love One Another Ill 

2. At Home 114 

3. Eebekah and the Servant 118 

4. Ishmael and his Mother 123 

5. David and Jonathan 127 

6. The Master 132 

ix 



X CONTENTS 

PAGE 

Topic VII, Plat 137 

1. Vacation 139 

2. The New Boy 144 

3. Games 148 

Topic VIII, Happiness 152 

1. Helen and the Gardener loo 

2. Purring when You 're Pleased 160 

Topic IX, Doing for Others ■ 168 

1. Jesus and the Child 169 

2. A Happy Day 172 

3. Androclus and the Lion 176 

Topic X, Work 180 

1. Back to School 181 

2. King Arthur 185 

3. The Blacksmith 192 

Topic XI, Helping 196 

1. The Little Half Chick 197 

2. On the Farm 202 

3. Queen Esther 206 

4. Twelve Brothers 209 

5. Joseph Helping his Brothers 213 

Topic XII, Sharing 216 

1. Sister Maggie 218 

2. Abraham and Lot 222 

3. Thinking Caps 226 

Topic XIII, Thanksgiving 229 

1. ' ' Thank You ' ' and ' ' Work " 230 

2. The Angelus 237 

3. The Widow 's Mite 240 

Topic XIV, Christmas 244 

1. In a Manger 246 

2. The Shepherds 251 

3. The First Christmas 255 



LIST OF ILLUSTRATIONS 

SUBJECT ARTIST PAGE 

Caught in a Thicket Schonherr Frontispiece 

•Topic I, Love. 

1. St. J ohn and the Lamb Murillo 5 

2. Jesus Hofmann 14 

3. Jesus and the Children Bida 17 

4. Christ and the Sinner Hofmann 22 

5. Sheep Guyot 25 

Topic II, Coueage. 

1. Birds Laux 31 

2. Imprisoned Eeviere 36 

3. Daniel and Nebuchadnezzar DeAndrea 40 

4. Abraham 's Journey Dore 45 

5. Head of David Michael Angelo 49 

6. Jesus and the Child Hofmann 54 

Topic III, Joy. 

1. Birds and Xest 60 

2. Easter Lilies 68 

3. The Triumphal Entry Plockhorst 71 

4. Christ on the Way to Emmaus Plockhorst 74 

Topic IV, Speak the Truth. 

1. River and Water Carrier 79 

2. The Eiver Jordan 87 

Topic V. 

1. Child among the Flowers Von Bremen 95 

2. Goats on the Hills Augusta Bonheur 98 

3. Sheep Eosa Bonheur 102 

4. The Sheep Fold Jacque 107 

Topic VI, ' ' A Ne^v Commaxdment. ' ' 

1. The Last Supper Zimmerman 112 

2. The Planters Jean Francois Millet 116 

3. Rebekah at the Well Murillo 120 

4. The Expulsion of Hagar Van der Werif 124 

5. David and Jonathan Dore 129 

6. The Woman at the Well Hofmann 134 



Xll LIST OF ILLUSTRATIONS 

SUBJECT ARTIST PAGE 

Topic VII, Play. 

1. At the Lake Eddis 141 

2. Great Expectations Le Jeune 145 

3. The Butterfly Chase Hardy 149 

Topic VIII, Happiness. 

1. Gardening Eddis 156 

2. Kittens 161 

Topic IX, Doing for Others. 

1. Jesus and the Child Bida 170 

2. Apple Dumplings Leslie 173 

3. An Old Monarch Rosa Bonheur 177 

Topic X, Work. 

1. School Children at Work Geoffroy 182 

2. Sir Galahad Watts 187 

3. The Blacksmith Tamburini 193 

Topic XI, Helping. 

1. Rooms to Let Lengo 198 

2. The Gleaners Millet 203 

3. Esther Before the King Dore 207 

4. Joseph Sold by His Brothers Schopin 210 

5. Jacob Going to Recover Joseph Schopin 214 

Topic XII, Sharing. 

1. The Little Nurse Von Bremen 220 

2. Children with Flowers Von Bremen 224 

3. The Favorite Langer 227 

Topic XIII, Thanksgiving. 

1. Gypsy Girl with Fruit Richter 232 

2. The Angelus Millet 239 . 

3. The Widow's Mite Bida 241 

Topic XIV, Christmas. 

1. Madonna and Child Bodenhausen 248 

2. Adoration of the Shepherds . Grass 252 

3. The Visit of the Magi Hofmann 257 



MUSIC 

PAGE 

Prayer 10 

The Snow 19 

Easter Morning 65 

Spring 83 

Praise Him ! Robin 142 

God 's Care 184 

Thanksgiving 235 

Cradle Hymn 250 

For teachers, who have access to the Kindergarten Song Books, the following 
songs are suggested for Sunday School work: 

From 

Primary and Junior Songs for the Sunday School, Clayton F. Summy Co., 
Chicago, 111. 

The Good Shepherd. 

Easter Song. 

Morning Song. 

Shepherd Song. 

Sunshine Song. 
From 

Nature Songs for Children, Milton Bradley Co. 

Little Friends (Winter Song). 

The Dandelion Cycle. 

A Wild Rose. 
From 

Songs of the Child's World, No. 2, John Church Co., Cincinnati, Ohio. 

Buttercups. 

The Violet. 
From 

Modern Music Series, First Book, Silver, Burdett Co. 

Our Heavenly Father (A Song of Praise). 
From 

Modern Music Series, Second Book, by Eleanor Smith. 

When the Little Children Sleep. 

xiii 



xiv MUSIC 

From 

St. Nicholas Songs, The Century Company. 

Night and Day (Prayer). 
From 

Nursery Finger Play, by Emilie Poulsson, Lothrop Pub. Co., Boston, Mass. 

The Caterpillar. 

The Family. 

How the Corn Grew. 
From 

Holiday Songs, by Emilie Poulsson, Milton Bradley Co., Springfield, Mass. 

The Orchard. 

Awake, Awake! ''Butterfly." Easter. 

Spring Song. 

While Stars of Christmas Shine. 



Hobe 

WINTER SEASON 

Said the child to the Youthful Year: 
' ' What hast thou in store for me, 
Oh, giver of beautiful gifts, what cheer, 

What joy dost thou bring with thee?" 
"Mj seasons four shall bring 

Their treasures, the Winter's snows, 
The Autumn's store, and the flowers of Spring, 
And the Summer's perfect rose." 

— Celia Thaxter. 

They who love are but one step from heaven. — James Biissell Lowell. 
A loving heart is the beginning of all knowledge. — Carlyle. 
Behold, how He loved! — John 11:36. 

THIS topic lias been chosen : 
I. That the child may feel the love and sympathy 
of the great throbbing heart of the Master. 

n. That he may see His love in all its majesty and 
beauty, as it touched the lives of the yoimg and the old, the rich 
and the poor, the good and those who had done wrong. 
The topic will be presented in five lessons. 
Lesson I. The Good Shepherd. His love and self-sacrifice, 
his care for the sheep and the lambs, the well and the sick, those 
that follow where he leads, and those that wander away. 
"The Good Shepherd giveth his life for the sheep." 
' ' There shall be one shepherd and one fold. ' ' 
Lesson 11. Jesus. Behold how He loved! His love for the 
sick, a grandma whom He had never seen, — the healing of 
Peter's wife's mother. 

Lesson III. Jesus' Love for the Children. The boy whom 

He called to Him in the presence of His helpers. 
1 1 



2 LOVE 

'* Except ye become as a little child. *' 

Christ blessing the children. 

Lesson IV. Jesus and the Sinner. When all others turned 
away from a wicked woman, when they wanted to punish her, 
and cast her out, Jesus was her Friend. 

The woman who annointed His feet at the rich man's table. 

Lesson V. Eeview. The Good Shepherd; the grandma; 
the children; and the woman who had done wrong. 

Nature Work. 

Songs. 

Note. — Before beginning the study of tlie topic, read ''The Greatest Thing in 
the World," by Henry Drummond. 



LOVE 



LESSON I 

Cfte (SooD S>j)ep6etD 

What Story in the New Testament brings home the love of 
Jesns with more tenderness, sympathy, and force than the story 
of The Good Shepherd! 

It tells, in symbolic form. The Old Story from the Manger to 
the first Easter morn. This it does, and more, — it tells the story 
through a symbolism that is within the perception of the child. 
It gives him both the story, and its kernel in a form that he can 
grasp. 

In a symbol is concealment yet revelation. 

— 'Thomas Carlyle. 
Central Thought.— Behold, how He loved ! 
Text. — "Little lambs, so white and fair, 
Are the shepherd's tender care." 
Picture. — St. John and the Lamb. Murillo. 
Song.^ — Little Lambs, so White and Fair, or Prayer — last verse. 

LESSON OUTLINE 

I. Point of Contact: The country, farms, parks.' 

II. Farmers, dogs, sheep. 

III. Shepherds. 

IV. The Good Shepherd. 

THE LESSON 

Point of Contact. — Who has been on a farm! What did you 
see! 

Do the sheep know the shepherd ^s voice! Do they follow 
him! 



1. The song, Little Lambs so White and Fair, page 9, Songs and Games for Little Ones, 
Oliver Ditson Co., is suggested. 

2. Allow the children to tell freely of the farmer's life in summer, and at this winter sea- 
son; of his love of Nature, and of the sheep. 



4 LOVE 

''The sheep follow him, for they know his voice. ''^ 
Would yon like to hear the story of a shepherd f^ 
Are the eyes ready, the hands, and the feet? 
He was called The Good Shepherd.^ 

STORY 

It was a wonderful story. 

The girls and boys of the Eastland had heard it over and 
over. Ever since they could remember it had been told them at 
bed time : it had been read them in church : it had been talked 
of by father and mother. 

It was more like a fairy tale than a real story. Yet they 
knew it was true. Brave men and strong had felt the story 
being whispered into their hearts by messengers that seemed 
in some way a part of the Heavenly Home. These brave men 
and strong had written the wonderful story so that others might 
know. All the Eastland had heard. 

A Good Shepherd was coming. He would gather the sheep 
from a thousand hill tops. He would feed them in green pas- 
tures; in a fat pasture should they feed. The Shepherd him- 
self would care for the flocks every day, every night. 

The story told all about it, told just as plainly as any story 
could tell. It said: "He shall feed his flock like a shepherd, he 
shall gather the lambs with his arm, and carry them in his 
bosom.'' 

Who would send The Good Shepherd? 

The Heavenly Father would send him to the lost sheep. 

When would he come? 



1. Lead the children to tell of the sheep, the dog, and the farmer's care of both. Perhaps 
they have seen the sheep and the shepherd in the park. 

2. Read Bible Dictionary under "Sheep" and "Shepherd." 

3. Read John 10. Matthew 18:12, 13. I Peter 5:4. 

Note. — The number, under each illustration, corresponds with the number on 
the card. As there were fifty-three cards with the first year's work, we begin this 
lesson- with number fifty-four. In ordering cards name your selections from the 
numbers under the illustrations. See close of manual. 



LOA^E 




li-'.le Iambs, so white and fair, 
Are the shepherd's lender care. 



Murillo 



Song. 



LOVE 



Soon. 

And how should they know? 

A sign would appear in the sky, wise men said, — a Star in 
the East. 



The wonderful story came true. Out of the East shone 
a star. 

Was it blue, or golden, or red ! Up from the ocean it came, 
and its light was of blue, then golden, then red. When the 
whole East was bright with its color, a golden cloud covered 
it over. One moment it rested, then glided into the sky — a star 
of pure white. 

It was as if a window in heaven had been opened wide, and 
the light of the City of God shone into the world. 

No wonder men called: *^The star!'' No wonder the wise 
men cried out: ''The sign!'' And no wonder they saddled 
their camels, and set out to find — That Great Shepherd of the 
Sheep. ''He has come, he has come!" was their cry, "We 
have seen his star in the East ! ' ' 

"And lo! the star which they had seen in the East went 
before them," — and it came and stood over a low stable door. 
Was the shepherd here with some stray flock that he had 
rescued as soon as he came? 

Softly they entered. And there, with the sheep all around 
him, with the cattle close by, they found, — not a tall shepherd, 
but a wee babe, with his mother. The babe was lying in a 
manger. 

Could this be he? 

Yes, for when the babe had come the clouds had parted, and 
out of heaven a chorus had sung : "Glory to God in the highest !" 

Could this be he? 

Yes, for that same night out of heaven an angel had spoken, 
saying: "Behold I bring you glad tidings of great joy!" 



LOVE 



The ''glad tidings'' were — that The Good Shepherd had 
come, and that they would find him, ''wrapped in swaddling 
clothes and lying in a manger.'' 



Can you tell me the rest of the story? 

Did the sheep know that Shepherd? Did they follow His 
voice ? 

"The sheep follow Him for they know His voice." 

So said the children of the Eastland as they watched the 
Shepherd go and come. To-day they saw him building high 
the walls of a strong fold upon the mountain side. To-morrow 
they would hear His voice calling to the sheep, and see Him 
leading long lines of them up the path that He had made. They 
heard how He was gathering in the flocks, how He was in the 
valley caring for the fallen ones, and in the woodlands search- 
ing for the lambs. 

They saw him late at night, that Shepherd brave, with His 
bow and spear, His sword and sling, and His great staff, stand- 
ing by the door of the fold. They heard that the leopard and 
the lion would steal along the path, but come not near, when He 
was there. 

They saw Him building fences where the sheep could graze 
on meadow grass. When the Summer came, in the early morn 
they watched Him leading out the sheep to pastures green, now 
wet with dew. When the day grew warm they saw Him lead 
them to a spot beneath the palm tree's shade, and when the 
evening came, they heard Him calling each by name, and saw 
Him leading them by waters still back to the fold. 

Men heard how He had felled a robber once, and that He 
was not afraid to go close to a jackal's home when searching 
for a sheep. 

Yet, even the flowers knew and loved Him. The lily had 



8 LOVE 

felt His gentle liand as He passed it in the path. The mnstard 
blossom had been glad when He phicked its yellow cluster. 

The pigeon knew Him as its friend. The turtle did not 
splash back into the water when he heard The Shepherd's step. 
The hare and the deer waited a moment when they heard His 
voice calling to the sheep. 

He had no home, that Shepherd brave. The thick leaves of 
the tig tree were his roof. His food was fish from the stream, 
honey from the rock, and fruits and nuts, whatever He could 
find, olives, dates and citrons, apricots and figs. His drink 
was water from the stream. He was alone, and he was poor, 
without a penny in the world. 

Yet He was rich. God gave The Shepherd of His love as 
He had never given to man before. 

Yes, He was rich, for the sheep were His, the flowers, too, 
pink phlox, and oleanders white, rock roses, purple, white and 
yellow, cactus blossoms, water lilies, and the daisy in the field. 

Yes, He was rich, for larks and linnets sang to Him, the 
sun shone in His path, and all the starry sky was spread above 
His fold. 

Did the children of the Eastland love that Shepherd brave? 

They brought sick lambs to Him, and they saw that when 
He touched them they were well. 

They brought the well ones to Him, and when they asked: 
'^Are these yours, tool" He answered: 

^'Have you seen my pastures green and waters still? Ho, 
every one that thirsteth, let him come!" 

Standing on the mountain side they saw Him call the sheep. 
And because they knew His voice they came from the East and 
the West, the North and the South, — old ones and young ones, 
well ones and sick ones, strong ones and wee ones. 

To the fallen sheep they heard Him call: ^^Come, ye, weary 
ones, and I will give you rest. ' ^ 



LOVE 9 

They saw Him '^gather the lambs with His arm,'' and they 
heard Him say: "Fear not little flock, follow me, and ye shall 
not thirst, neither shall ye hunger any more." 



Note to the Teacher. — The story of The Good Shepherd has been purposely 
subdivided, by dashes, into three parts. 

It can be told in three stories. This should be done with kindergarten classes, 
making two more lessons under this topic. Shepherd pictures, perhaps the ''Brown" 
or "Perry" pictures, can easily be secured for the card albums of the children. 

One of the old songs can be used. 



fiDorning prater. 



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flow - ers that blos-som In morning's clear light. 
Thee comes each blessing, And ev - 'ry-thing good. 



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11 



12 LOVE 



LESSON II 

3[e0U0 

Eeacl Mark I and Luke IV 

I was sick and ye ^dsited me. Matthew 25:36. 
Love is the fulfilling of tlie law. Eomans i3:io. 

The story of the Good Shepherd has introduced the topic. 
This story should be carefully reviewed, and often through 
the year. It can be used in connection with several of the 
topics. Tell it briefly as often as the children ask for it. The 
story appeals to childhood. The children should love the Good 
Shepherd as He becomes more and more real to them. 

Central Thought. — The love of Jesus. 
Text.— Behold, how He loved ! John 11 :36. 
Picture. — The Christ. Hofmann. 
Song. — Prayer. Last verse. 

LESSON OUTLINE 

I. Point of Contact: Song, and the Good Shepherd Story. 

II. A sick lamb. 

III. Christ and a sick grandma. 

IV. Can we help the sick? Whom? How? When? 

THE LESSON 
Point of Contact. — Develop the first verse of the song, * ^Little 
Lambs so White and Fair/' if you have the book. 

Note to the Teacher. — At the opening of the year, secure the cooperation of 
the mothers. During the j'ear, I would suggest four Mother's Meetings. Invite 
them to meet you in your home, if possible. Talk over the work, giving them the 
topics to be used during the coming three months, and telling them where the songs 
can be secured. 

The year 's work includes several stories relative to family life and home makin j. 
Sing the songs with the mothers, and talk with them of the stories to be given, and 
the nature work suggested. 



LOVE 



13 



Do you suppose any of the Good Shepherd's lambs were ever 
sick? When he found a lamb sick what did he do I Carry it 
to the stream, bathe it, and give it a drink. 

Did he know just what to feed it? If it could not walk he 
carried it all day in his bosom. 

Just as the Good Shepherd cared for the sick lambs, just as 
he loved them, so Jesus loved, and cared for all who were sick. 

STORY 

One day when Jesus was at the home of a friend, that friend 




Hofmann 

"Behold, how He loved!" 

John 11:36 



14 LOVE 

told him about some one who was sick. 

A grandma lived in that home. It was she who was ill, so 
ill that all the family were sad. Can yon see the children as 
they stood around her bed, and their mother as she cared for 
the dear old lady! 

Could Jesus help her? Would He go to her? 

Of course He would. As soon as they told Him, He went. 
He took her gently by the hand. Carefully He raised her. Lo, 
she was well! 

That same day, '^when the sun was setting, all they that had 
any sick . . . brought them unto Him." Luke 4:40. 

The boy led his blind father, the girl came with a lame sister, 
the father brought a sick child in his arms. 

Jesus was weary. Did He turn them away? 

Like the Good Shepherd, He went to them. He took them 
in His arms. He laid His hands on every one of them, and healed 
them. 

Will the piano play our new prayer? Develop the third 
verse carefully. 

Note.— Read Geikie's Life of Christ, pages 385-387, and Farrar's Life of 
Christ, pages 128 and 129. 

In the upper primary grades the children should picture the family, talk of the 
love between grandma and the children. 

Every early tradition recorded by Clement of Alexandria, and other early 
writers, informs us that Peter's wife was Perpetua, that she bore a daughter, or 
perhaps other children. 

Lead the children to suggest helping some one who is sick. Plan how, and 
begin at once. 



LOVE 15 

LESSON III 

Cfte CfiilDten 

Suffer the little children, and forbid them not, to come unto 
Me; for to such belongeth the kingdom of heaven. 

Matthew 19:13. American Edition. 

But when Jesus saw it He was moved to indignation, and 
said unto them. Suffer the little children to come unto Me; 
forbid them not ; for to such belongeth the kingdom of Grod. 

Mark 10:14. American Edition. 

A little child shall lead them, isaiah. 

The story of Jesus blessing the children has probably been 
told to primary classes more often than any other; yet it can 
be told again with new beauty. 

Picture the Master in His quiet dignity^ His gentleness, His 
courage. Picture the children with their parents, the Oriental 
surroundings, the tropical trees and flowers of the Eastland. 

Central Thought.^— Behold, how He loved! 
Text. — Little lambs, so white and fair, 

Are the shepherd's tender care. Song. "^ 

Picture. — Christ Blessing the Children. Bida. 
Songs. — Prayer, and The Snow. 

' ' Last night the hills were brown and bare, 
The trees had not a leaf to wear, 
But now the whole wide sky is blue, 
And all the world seems made anew." 



1. Central thought for the teacher: "Inasmuch as ye have done it unto one of the least of 
these, my brethren, ye have done it unto Me." 



16 LOVE 

LESSON OUTLINE 

I. Point of Contact: Prayer and the Good Shepherd. His care 
of the lambs. 

II. Jesus and the boy. 

III. Jesus and the children. 

IV. Behold, how He loved! 
y. His helpers. 

VI. The children. 

VII. ''Let the little ones come unto Me." 

THE LESSON"^ 

Point of Contact. — Will the piano play our prayer softly? 
AA^ien the children are quiet, sing the prayer. 

If there is time, develop the first verse of the song, ^^Tlie 
Snow" 

Draw from the children the story of the lost lamb. 

When you ask our Heavenly Father to be with you. He is 
right there, as truly as when your dear father holds you in his 
strong arms. 

When you are sick, or naughty, if you ask Him to help you, 
He will every time. 

STORY 

One day when Jesus was teaching the people. He called 
His friends about Him that they might see what He was going 
to do. How they watched ! 

Then He called a little boy to Him. ^^ Taking Him in His 
arms," He held him close to His great loving heart. Tenderly 
He folded His strong arms around him, saying, ''Every man 
and every woman who loves Me, must love little children. 

''As the Good Shepherd loves the lambs, so I love boys and 
girls." 

Again, one busy day, when He and His helpers had been 

1. Read Mark 9:36-42; Matthew 19; Mark 10 and Luke 18. 



LOVE 



17 



journeying through the country, when a great crowd had gath- 
ered around them, for He had been healing their sick. He did 
something that the children should never forget. 

Can you see Him as He stood there? Perhaps it was on 
the hillside, under the tall spreading palm trees. Perhaps there 
were lilies and birds in the field all around Him. Women were 
there in bright robes, and men in gay coats, — for they wore such 
in those days. 




'Little lambs, so white and fair, 
Are the shepherd's tender care" 

They had been asking Him questions, and He had been heal- 
ing their sick. 

*^ And they were bringing unto Him also their babes, that He 
should touch them.^^ Mothers held wee babes in their arms, 
and fathers were there with little girls and boys, whose hands 
they held tightly. Grandmas came with sick children, and per- 
haps some small boys and girls, who had heard of His love, 
came all alone. 

2 



18 LOVE 

When His helpers saw all the children, they said: ^^He has 
no time for these." They even pushed them aside. 

But never again did those helpers say Jesus had no time for 
the children. 

For He turned to them, perhaps He raised His finger, and 
looked at them sharply. 

He said: ^' Stand back. Let the children come unto Me." 

To the crowd He said : ^^Make room." Strong men stepped 
aside. Big boys, who were watching, were careful to step out 
of the path. Then fathers, mothers and grandpas and grand- 
mas brought Him the children. 

All around Him they stood. They looked into His kindly 
face, and He spoke with them all. They knew by His voice that 
He loved them. 

And He took them in His arms, put His hands upon them, and 
blessed them, saying, *'Let the little ones come unto Me. 



?> 



Note. — I would call the attention of mothers to the new adaptations of the 
old prayer: 

Now I lay me down to sleep, 

I pray the Lord my soul to keep. 

Thy love be with me through the night, 

And bless me with the morning light. 

— Theodore D. Seward. 
*'Now I lay me down to sleep, 
I pray the Lord my soul to keep. 
When in the morning light I wake 
Lead thou my feet, that I may take 
The path of love, for Thy dear sake." 



^be Snow* 



Air: Bonnie Doon. 



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1. Last night the hills were brown and bare, The trees had not a leaf to wear, 

2. Each hill - top has a gleaming crown, And ev -'ry tree a span-gled gown. 



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But now the whole wide sky is blue, And all the world seems made a- new. 
I won-der who came down last night, And dress'd the world in blue and white? 



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Words used by permission of " The Youth's Companion," and the Author, Alice V. L. Carrick. 



19 



20 LOVE 



LESSON IV 

T5el)olD, ^oto l^e JLotoeD;^ 

^ ^ He that is without sin among yon, let him first cast a stone 

at her." John 8:7. 

To-day the story tells of those who make mistakes. The 
two stories, combined in this lesson, are among the most touch- 
ing in the New Testament. 

He, whose life was sinless, did not condemn the lowliest of 
sinners. He, who could heal the sick and raise the dead, appre- 
ciated the loving act of one who, though she had fallen, loved 
her Master, believed in Him, and in her humble act, sought His 
compassion. 

Central Thought. — The love of Jesus for those who make 
mistakes. 

Text.— Behold, how He loved! John 11:36. 
Picture. — Christ and the Sinner. Hofmann. 
Song. — The Snow. Second verse. 

''Each hilltop has a gleaming crown, 
And ev'ry tree a spangled gown. 
I wonder Who came down last night, 
And dressed the world in blue and white?" 

LESSON OUT LIN E"^ 

I. Point of Contact: The sheep and lambs that wander away. 

II. A poor woman, who made mistakes, and was in trouble. 

III. Another woman who had done wrong: Jesus' love for them 



both. 



1. Read the story of the ninety and nine before presenting this lesson. 



LOVE 21 

THE LESSON 

Point of Contact. — Wlien a sheep wandered away from tlie 
fold, off toward a desert, or into the forest, where the wolves 
had their homes, what did the Good Shepherd do ? 

When He found it, what then? 

STORY 

John 8:1-12. Matthew 26:6-13 

Just so Jesus went to the sick and the poor. The more they 
needed His love, the more love He gave. 

One evening He went up the mountain side. All night under 
the trees, with only the stars to see Him, He talked with the 
Father.! 

Early in the morning He came back to His friends. Once 
more they gathered around Him, this time not under the trees, 
but in the temple, where He had often told them such wonderful 
stories. *'He sat down'' and a great multitude of people gath- 
ered around Him. 

They brought to Him a woman who had not always been kind 
and good. She sat near the Christ. They said: ^^This wicked 
woman ought not to be touched, she is sick, she is unclean, all 
the world knows of her sin. ' ' 

Jesus turned and looked at them, every one. 

Then He asked: ^'Is there one among you who is perfect, 
who never did anything unkind, or thoughtless, or wrong?" 

No one spoke. 

*^If there is, let him speak." 

No one answered. 

^^And they went away every one . . . and Jesus was left 
alone with the woman. ' ' 



1. And they went every man unto his own house, but Jesus went unto the Mount of 
Olives. John 8:1. 



22 



LOVE 



Standing by her, He said in His kind, gentle voice, '*Go, and 
sin no more.'' 

And one day, when a rich man had invited Him to his house 
to dinner, as they sat at the table a woman came and knelt 
beside Him. She was weeping, and her tears fell on His feet. 




Behold, how He loved! 

John 11:36 



Hofmann 



The rich man looked at the Christ. She was not a good 
woman. She had never been in his house before. 

Did Jesus push her aside ? He knew of the wicked deeds she 
had done. He watched her as she wiped His feet with her hair, 
as she kissed them with her soiled lips. But not one unkind 
word did He speak. 



LOVE 23 

He watched her as she opened a box of sweet smelling salve. 
With the same hands, with which she had been unkind to others, 
He saw her touch His feet. 

The rich man and his friends looked at each other, and then 
at the Christ. 

When she had poured all the salve on His feet, when she had 
wiped them with her hair, while the tears were falling fast, 
Jesus leaned down, and spoke kindly words. 

While the men at the table said unkind words and made fun, 
He spoke not a word. But to the woman He said, ^^For the 
wrong you have done I am sorry, and I believe you are sorry too. 

^^ Because of your kindness I believe that you love me . . . 
you are forgiven. ' ' 

Wlien she heard those words, perhaps she looked into His 
face. Perhaps the tears fell again. Perhaps she went away 
never to sin any more. 



24 LOVE 

LESSON V 

ILotie 

The lesson to-day is a review of the four previous lessons. 
Enough material has been provided for five, or six, lesson 
stories. In presenting this material, the teacher should be 
guided by the ages of the children. 

The review should be a delightful thirty minutes in which 
the children tell the stories to you. 

Between each two stories have the class stand for a few 
minutes of rest and exercise. The song should be used at these 
periods, and the pennies collected. 

Central Thought. — The love of Jesus. 

Text. — The sheep follow Him, for they know His voice. John 10 -A. 

Picture.^ — Sheep. Guyot. 

Songs. — Prayer, and The Snow. 

LESSON OUTLINE 

1. Point of Contact: Picture of the Good Shepherd. 

II. Jesus' love for the sick grandma. 

III. His love for the children. 

IV. His love for those who have not always been kind and good. 
When others turned away from the poor, the sick, and those who 

had made mistakes, ' ' Behold, how He loved ! ' ' 

THE LESSON 

I. Point of Contact. — What do you see in the picture? 

Draw the Good Shepherd story from the children, allowing 
them to fill in the details as they feel inclined. Keep in mind 
the central thought, the love of the shepherd for the sheep, the 
lambs, the lost lamb, and those that follow where he leads.^ 

~^ 17 If possible, have a picture of the Good Shepherd on the wall. The children will then 
suggest a point of contact. 

2. What shall we sing? "Little Lambs." 



LOVE 
STORY"- 



25 



Who has a grandma at home? 
Tell me of another grandma. 

In the review, the teacher should be led by her own dis- 
cretion, and by the children. If the fonr stories are reviewed, 




Gtiyot 
(Picture used by permission of G. W. Lininger, Lininger Art Gallery, Omaha, Nebraska) 

The sheep follow Him, for they know His voice 

John 10:4 

each should be made brief. Do not make the lesson so long as 
to weary even the youngest in the class. Be careful not to 
dwell on the Central Thought. Keep it in mind while drawing 
the story from the children, focus the story around it, but do it 



1. In the preparation of the lesson, read carefully the four preceding lessons. Read the 
Bible story of these four stories, and also Lesson V under Good Cheer and Lesson I under 
The Sabbath in the first year's course. 



26 LOVE 

so naturally and so tactfully that the story becomes the more 
attractive because of the love of its Hero. 

After the second story, have the piano play softly a march. 

Shall we find our pennies now! 

*^ Stand!'' (to the chord on the piano). 

*^ March!'' (in good time, while the teacher holds the basket). 

Aim to have the children return quickly to their places. 
Who is ready for another story — hands, feet, eyes? 

Did Jesus love little children! 

Allow one of the children to tell this story briefly (if it seems 
wise, considering the child and the class), or draw it from dif- 
ferent ones. 

Sing one verse of ^^I think when I read that sweet story of 
old." 

But it is easy to love little children, ^^^lat about loving and 
helping those who are not always kind, those who are cruel, 
unkind, alone! 

Did the Christ love such as these? 

I know He loved the dear grandma, the children, the sick. 
How do you know He loved any one who had done wrong? 

Show the picture of Christ and the woman. Tell me about it. 

Can you tell us of another poor woman who was very 
sorry for what she had done! How did she tell Jesus she 
loved Him! 

Wasn't that a beautiful way to tell Him she was sorry she 
had not always been good, by helping Him! His feet were very 
tired. The salve was cool. She was poor, but had paid a great 
deal for it, and it helped Him to go on His way and help others. 

The world is full of tired, poor, lonely men, women and 
children. The world is full of boys and girls who are not always 
good. 

When we do wrong, — well, when this poor woman did wrong, 
how did she tell Jesus she was sorry! This was how He knew 
she loved Him more than the rich man at whose table He sat. 



LOVE 27 

LOYE! 

Love for the sheep, and the lambs, 

Love for the old and the young. 
Love for the sick and the well, 

Love for the good, and those who do wrong. 

Shall we bow our heads? 

Jesus, help us to love the old and the young; the sick and 
the well; the good, and those who do wrong; as You loved 
them when You were here in the world. Amen. 



Courage 



WINTER SEASON — Looking toward Spring 

Be strong! 

We are not here to plaj, to dream, to drift. 
We have hard work to do, and loads to lift. 
Shun not the struggle; face it. 

'Tis God 's gift. 
— Maltby Davenport Babcoclc. 
Eeal glory springs from the silent conquest of ourselves. — Thomson. 
Be strong, and let your heart take courage, all ye that hope in Jehovah. — 

— Psalm 31:24, A. E. 
And every one said to his brother : Be of good courage. — Isaiali 41 :6. 
Courage mounteth with occasion. — Shalespeare. 
Ye are wondrous strong. — Byron. 

THIS topic is presented : 
First : ■ That the child may bring into practice such love 
as he has seen portrayed by the Christ. 
Second: That he may observe Nature's courage at 
this season. 

Third: That he may begin to know liimself, perhaps by a 
discovery of his lack of courage, perhaps by a knowledge of his 
power to ^'do and dare/' perhaps by learning that courage is 
every day living, not an occasional heroic deed. 

Lesson I. The Winter Season. Courage of animals, birds, 
seeds, roots, fathers, mothers, children. Courage of workers, — 
carpenter, conductor, coachman, milkman, janitor of church, 
grocer, baker, delivery men, news boys, and others. 

Kinds of courage — in cold, in sickness, with the good, the 
poor, those who do wrong, with the old and the young, courage 
to hold still, to wait, to run if need be, to do as we are asked, to 

28 



COUEAGE 29 

give up to others, — all these every day and all day. Develop- 
ment lesson. 

Lesson II. Courage in Sickness. Story- founded on thoughts 
from the story of Job. 

Hope deferred maketh the heart sick. Proverbs 13:12. 

And the prayer of faith shall save the sick, and the Lord 
shall raise him up ; and if he have committed sins, they shall be 

forgiven him. James 5:15. 

Lesson III. Daniel at the King's Table. His courage in 
being temperate. 

For he that eateth and drinketh unworthily, eatetli and 
drinketh damnation to himself, not discerning the Lord's body. 
For this cause many are weak and sickly among you, and many 

sleep. I CorintMans 11:29, 30. 

Lesson IV. Abraham's Journey. Courage to the end, to 
finish the difficult task begun. ^'And into the land of Canaan 
they came." 

Lesson V. David and Goliath. A story symbolic of the 
combat of the battle of right against wrong, good against evil. 
''Be ye strong and of good courage." 

Lesson VI. Eeview. Courage of the Christ, of Nature, of 
Job, of Daniel, of xlbraham, of David. 

Arise let us go hence, jesus. 



30 COURAGE 

LESSON I 

15t §)tronff 

To-day bring to tlie notice of the child the courage of Nature. 
Tell him of the development, the constancy, and the victories of 
^^His wondrous works." Eead Psalm 19. Eead ^^The Life of 
David as Portrayed in the Psalms" by McLaren. From any 
good library select one, or two, books on the Psalms, and read 
the chapter relative to Psalm 19. 

Central Thought. — Courage every day and all day. 

Text. — Be strong and of good courage. Deuteronomy 31:6. 

Picture. — Birds. Laux. 

Song. — The Snow. 

LESSON OUTLINE 

I. Point of Contact: The weather, snow, ice, winter, song. 

II. Birds, their courage. Picture their courage in Winter, and 
in the early Spring when they start on their long journeys. 

III. Courage of the bulbs that were planted last Fall, of the ever- 
green trees, the seeds in early Spring, the first flowers, the fishes and 
animals,— horse, cow, cat, dog. 

rV. Courage of all workers. The maid who prepares breakfast, 
the janitor who built the fire and cleaned the church, the carpenter, the 
milkman, conductor, newsboy, mother, father, children. 

THE LESSON 

Point of Contact. — ^Was it cold this morning when yon were 
coming to church? Have you ever been out in a storm! 

To get up on a cold morning, to wash one's face in cold water, 
to start out in a storm takes courage.^ The wind may blow 
straight into your face, the walk may be slippery with ice, the 

1. Formulate your questions in accordance with the weather. 



COUEAGE 



31 



snow may pelt you. Wlmt about the shepherd! Did he stop 
for snow, or wind! If we are to ^^Be strong '' shall we stay by 
the fire, instead of coming to church, or going to school when 
it storms! Do we love the snow? "Why? 

Sing the song. Wlien the song is finished, show the card 
for to-day. 

STORY 

As this is a development lesson, the story is a series of word 
pictures to be drawn from the children. 




Laux 



'Behold the birds of the air' 



Do the birds hide their heads under their wings whenever it 
snows'? What do the snow birds eat? (Old berries, old grain; 
some live partly on evergreen trees, and grubs in the bark of 
trees). 

In the Spring from where do the birds come? Does it take 
courage to start on such a long journey? 

If they were afraid of the storms, would we see the robins 
again? 



32 COUEAGE 

What about the seeds, do they have any courage 1 Where 
are the bulbs and seeds now? 

How are they getting ready for Easter? 

How about girls and boys, does it take courage to be the best 
kind of a boy, of a girl! Did mother ever ask you to keep quiet 
while the baby slept 1 Did any one ever ask you to ^ ^ hold still ' ' 
while your hair was combed, or a shoe tied? 

Doesn't it sometimes take more courage , to ^^hold still' ' than 
to do other things that look much harder? Is it easier to ^'hold 
still," or to play tag? Is it easier to wait quietly while the 
others are being served at the table, or to pass your plate before 
the rest? 

Wlio has a dog at home ? Is your dog a coward? If he were 
would you keep him? If any one came to your door at night 
would he crawl back into his kennel and hide? 

What about the maid who gets up first on a cold morning, 
and has breakfast ready when you come down? 

What about the janitor who had the church warm for Sunday 
School, who keeps our room clean? 

The carpenter who built the church, and the home? 

The milkman, the conductor, the newsboy, the small sister 
who helps mother, and the brother who helps both mother and 
sister, the father who helps all the family, — does he have to have 
courage ? 

After all, isn't home the best place to have courage? To be 
helpful? 

To be loving all day, every day, at home, sometimes takes 
as much courage as soldiers have to have in battle. 

Let us all be soldiers. Our watchword is Courage. 

Attention ! 

Stand ! 

March l^ 

Halt! 



1. Wait until you have every eye. 



COURAGE 33 

When tlie class is quiet, with bowed heads repeat softly : 

^^Help us to do the things we should, 
To be to others kind and good; 
In all we do, in work, or play. 
To grow more loving every day. Amen. ' '^ 



1. Sing "Onward, Christian Soldiers," if the children know it, and there is time. 

Note. — The teacher can go on with the thought — of courage in the home, if there 
is time. 



34 COURAGE 



LESSON II 

Be strong, and quit yourselves like men. — I Samuel 4:9. 
He that hath clean hands shall be stronger and stronger. — Jot 17 :9. 
Wherefore take unto you the whole armour of God, that ye may be able to 
withstand in the evil day, and having done all to stand. — EpJiesians 6:13. 

Central Thought. — Courage in sickness. 

Text. — Be strong and of good courage. Deuteronomy 31 :6. 

Picture. — Imprisoned. Reviere. 

Song. — The Snow. 

LESSON OUTLINE 

I. Point of Contact: Out of door life. School, work, play, the 
joy of living. 

II. Staying in the house when too ill to go out, or when mother or 
father think best. 

III. Job, — his home, his children, his lands, his flocks. 

IV. Job 's loss of children, home, lands, flocks, health. 

V. His courage. 

VI. Three friends who visit him. 

VII. His courage to the end. God is love. 
Be strong and of good courage. 

THE LESSON 

Point of Contact. — Who had a new sled for Christmas? 
Who had skates? Who likes to go to school? Has any one 
a snow shovel? Has any one a pail and shovel to play in the 
sand in summer? Has any boy or girl a hoe, or a rake? 

The piano will play the song softly for us. 



COURAGE 35 

Was it ever so stormy that mother asked you to stay in the 
house? Did mother or father ever have to stay in? Were they 
ever sick? Were you ever sick? Did you stay in while others 
had good times out of doors ? 

Does a boy have to be brave then? As brave as a soldier? 
And a girl has to have as much courage as a knight. 

Pass the pictures. What does the picture show us to-day? 
What is she doing? Does she look happy ?^ She is in the house 
because she is not well. But she is up, and by the window, and 
the big dog will help to keep her happy. Do you think her face 
shows much courage? 

STORY^ 

Long years ago, an old story says, there was a man who was 
known all up and down the land in which he lived. His home 
was like a palace. He had built a great house for his family, 
and many houses for the servants. The great house was made 
beautiful with lights, flowers, and every luxury that money could 
buy. 

His barns were filled with grain. In his fields grazed herds 
of oxen, camels, and sheep ; so many that he sent them into other 
countries to find pasture. 

The big house was a glad home, for in it were many children, 
six boys and four girls. 

His name was Job. He was a great man, but better still he 
was a good man. Whenever there was a feast in his house he 
remembered to thank Our Father for the good time. He often 
asked the Father to be with every girl and boy in his home. He 
was a strong man, full of courage, and he wanted his children 
to ^'be strong and of good courage,'^ too. 



1. The questions on illness should be carefully asked and directed. Guard against doleful 
tales of illness. 

2. In "Old Testament Characters" by Geikie read the chapters on Job and Job's Friends. 



36 



COURAGE 



Job was so strong — shall I tell you about it? — such a won- 
derful story, and so much happened in one day. 

In one day Job's great flocks were gone, either driven off by 




Reviere 



Be strong and of good courage 

Deuteronomy 



!1:6 



robbers or destroyed by a storm; his sons and daughters were 
killed by a whirlwind ; even his servants were gone, slain by the 
robbers who had carried off his oxen and sheep. Job was left 
poor, and alone. 

"Wliat did he do! In his heart he said, *^I will be strong. 
The Father gave me my children, the Father has taken them 



COUEAGE 37 

away, * blessed be tlie name of the Lord.' '' Sad and alone, lie 
asked the Father to help him. 

Was that all? He was sick. His whole body was sick, so 
that no one could come near, or even touch him. He had to go 
outside of the gates of the city. People, when they saw him, 
passed by on the other side. 

But he was brave, and the Father was near him. 

Three friends came to see him. They meant to comfort him ; 
but they did not know how. When they talked of the home he 
had lost, Job said: ^'God is good, and some day I shall be with 
Him in a home far more beautiful than any in this world." 
When they spoke of his children, he said : ' ' They are safe with 
the Father, and I shall see them again. ' ' Job had more courage 
than his three friends together. 

The Father was with him. Job heard His voice. It said: 
^'Bow down thy head, and worship thy God, for God is good, 
and God is great." And Job bowed his head, asking God to 
be with him, to help him to be strong. 

And it came to pass that Job was well once more. And God 
blessed the end of his life more than the beginning. 

Wliat do you think — ^'he had fourteen thousand sheep and 
six thousand yoke of oxen," and best of all, more children came 
to his home, seven boys and three girls. 

And Job lived many years to work, and be glad — to rejoice in 
the Lord his God. 



38 COURAGE 



LESSON III 

Daniel at tfie IKing's Cable 

Moderation is the silken string running through the pearl 
chain of all virtues.— Sis/iop Bail. 
If thou wilt observe 

The rule of "not too much/' by temperance taught, 
In what thou eat'st and drink 'st, seeking from thence 
Due nourishment, not gluttonous delight, 
Till many years over thy head return ; 
So may'st thou live, till, like ripe fruit thou drop 
Into thy mother's lap, or be with ease 
Gathered, not harshly pluck 'd, for death mature. 

— John Milton. 

For children between the ages of four and ten, the story of 
Daniel at the King's Table has been called the "strongest tem- 
perance story ever written." Here we have temperance within 
llie child's everyday experience. 

The courage to say, "No, thank you," and to say it once for 
all, is the courage that counts for development along the 
strongest lines, and for true manhood and noble womanhood in 
later life. 

Central Thought. — Be strong. 

Text. — Be strong and of good courage. Deuteronomy 31:6. 
Picture. — Daniel Explaining the King's Dream.^ De Andrea. 
Song. — The Snow. 

LESSON OUTLINE 

I. Point of Contact: Candy, crackers, water. 

II. Long table of boys in the King's palace. 



1. The teacher should tell the children what Daniel is doing in the picture. 



COURAGE 39 

III. The palace and its surroundings. 

IV. The four boys. 

V. Daniel 's decision that plain food was better. His strength and 
courage to speak. 

YI. The steward. 

yil. The test of ten days. 

VIII. The real test of three years that came later. 

IX. The triumph. 

X. Daniel. 

THE LESSON 

Point of Contact. — A box of candy, a cracker and a glass of 
water. Place these on a low stool where the children can see 
them. The candy shonld be chocolates, or some rich variety not 
palatable for most children. Leave them where the children 
can see them; but place the finger over the lips as a sign that no 
word is to be spoken abont them. 

STOBY 

Four boys once sat down to eat in the palace of the King. 
The table at which they sat was long and wide, and on both sides 
were more boys, small ones and larger ones, who had been called 
to the palace by the King of that land. It was a royal dining 
room, with windows, pictures, waiters in fine uniforms, and a 
table with glass, silver, and rich food and wines. 

Can you see the big table, and the line of boys on each side 1 

Those boys had been brought to the palace to grow strong 
and wise, to be taught by teachers there. If they grew to be the 
right kind of boys, they would be made pages to the King. 

The palace stood on a hill. It was built so strong that 
travelers, who go to that country to-day, can see some of its 
walls. They have stood all the long years. There were courts 
with fountains, halls, picture galleries, small rooms and large 



40 



COUEAGE 



ones, all gay with bright colors, — red, blue, yellow, and black. 
On the walls were paintings of war scenes and hunters. 

There were gardens and broad roadways leading to stables 
where the horses were kept, war horses and strong chariots. 




Be strong and of good courage 

Deuteronomy 31:6 

The boys often saw the charioteers, each in his shining armor, 
as they drove away from the palace. Perhaps they were going 
to war. 

The boys would watch them drive out of sight, and then go 
back to their lessons. They must work, and grow strong, if 
they would some day be pages to the King. 



COURAGE 41 

The four boys, who perhaps sat at the end of the table, had 
been brought from the same country, a far-away land. They 
had been picked out for the King because they were strong and 
ready to learn. 

Daniel, who seemed to be the leader of the four, had been 
thinking hard every day since he sat at that table. 

''This rich food tastes good," he said, ''but the plain food 
I ate at home was making me stronger, the bread, the mush, the 
vegetables fresh from our garden. ' ' Days and days he thought 
about it, and one morning when the officer of the King, who had 
those four boys in charge, gave Daniel his food, the young Daniel 
stood up and said: "The King brought us to the palace to 
make us strong . . . the plain food of our homes will do this 
. . . please ask him for this." 

But the officer said: "The King has sent this food to you, 
and will blame me if you do not eat it. " 

Then the boy Daniel said : ' ' Try us and see. For ten days 
let us eat only those things that we had in our homes. Then see 
if we are not as fair and as strong as the boys who eat the 
King's food. If we are, then ask the King." 

So for ten days Daniel and his friends ate the plain food, 
"and at the end of ten days their faces appeared fairer and 
fatter in flesh than all the children which did eat the portion of 

the King's meat." Daniel 1:14. 

"So the steward took away their dainties,^ and the wine, and 
gave them pulse.^ Daniel 1:16. Pulse was grain, or seeds, perhaps 
cooked, as we cook oatmeal and rice. 

Was that the end of the story? 

Just the beginning. Think of those boys at the long table, 
with pulse, and perhaps glasses of milk. Then think of the 
cakes, wines, meats, and many rich foods all about them. There 



1. Here put the cover on the box of candy, and put it away. 

2, Set the crackers in the candy's place. 



42 COURAGE 

they sat days and days, seeing other boys eat the goodies, — 
and they ate pulse and drank milk and water. One winter went, 
then another came, and another, — and the boys were older — 
best of all, they were stronger, far stronger than when they 
first came. 

^^And God gave them knowledge and skill in all learning and 
wisdom. ' ' 

AYhen the time for their school work was over, the prince 
of the officers brought them in before the King. The King 
talked with them. Among all the boys who had come to the 
palace, none were so strong, so brave, and so helpful as Daniel 
and his friends. 

Daniel was given greater wisdom than all. The King's 
special helper was he, a great man in that land, so great that 
through all the long years men and women have learned of his 
life, of his strength, and his courage. 



COUEAGE 43 

LESSON IV 

a6tal)am'0 3[ourneg 

Tp-day we have a story portraying the value of courage that 
holds out to the end, to finish the task begun. It is when the 
novelty wears off that the real test begins: it is when the day's 
toil becomes humdrum, tedious, yesterday's task over again; 
but with new zeal that real courage is called out. 

Central Thought. — Courage to the end. 

Text. — And into the land of Canaan they came. Genesis 12 :15. 
Picture. — Abraham's Journey into the Land of Canaan. Dore. 
Songs. — Prayer, last verse, and The Snow. 

LESSON OUTLINE 

I. Point of Contact: Warm weather, tents, tribe life. 

II. The leader doing his duty in the homeland. 

III. The leader chosen to lead his tribe to a far-away country. 

IV. The journey,— rough, tedious, long. 

V. Abraham's courage all the way, till 

VI. ' ' Into the land of Canaan they came. ' ' 

THE LESSON 

Point of Contact. — Did you ever hear of a warm country in 
which the people did not all live in houses? What would they 
live in?^ Shall we make a tent with our hands? 

Draw a group of tents on the blackboard. 

What did those people eat? Dates, bananas, figs, olives, 
fish, milk, and meat from the forest. 

What did they wear? Skins, perhaps, in Winter, but their 
Winter was shorter than ours. Some of the servants might wear 



1 Lead the children to answer "tents." Let them talk a little of tents; some of the 
boys may have Indian tents. 



44 COURAGE 

blankets, or rough cloaks of matting, made of leaves and straws, 
something as you make wreaths in Autumn. Others would wear 
cloaks of coarse cloth. ' 

STORY 

I know of some people who really lived like this; who ate 
fruits, and wore cloaks of matting. 

What work do you think they did? The men cared for the 
sheep out on the hills. The women prepared the meals in the 
tents. 

Many of the people did not live in one place, as we live in 

B } They wandered from pasture land to pasture land, 

seeking food and water for themselves and their flocks. They 
went in great families, or tribes. 

Once the leader of a great family of people led that people 
back and forth in their warm country. They would go until 
they found green pastures, trees, and a spring of water. Then 
they would stop and, while the cattle grazed in the pastures, 
pitch their tents under the trees near the spring. 

The man who led this people was as brave as a soldier, and 
as true as a knight. As their leader he wore, not a blanket of 
leaves, but a cloak of scarlet. In his hand he carried a spear 
with which he guided the march, pointing which way to go, and 
where to stop for food and for rest. Do you think he led his 
people well? 

So well that our Father chose that leader to do a wonderful 
work. The Father asked him to leave his country^ and his 
^ ^father's house,'' and lead his people to a far-away land where 
he was to do a greater work for Him. 

That leader knew the Father would care for him and his 
people. Yet do you think it was easy to leave his home, his 
father's house, his kindred, his friends! He knew the Father 



1. Substitute the name of j'our city, or village. 



COURAGE 



45 



had asked Mm to go because He had work for him to do there. 
But he knew, too, the journey would be hard and dangerous, 
and it might be long years before he had a home like the one 
he was leaving. He knew the Father loved him, and would care 
for him all the long way, yet he felt they might never again come 



^^i*s^^0^^S!^ 






>H.J^»5^r:.- ,/■ ^-.^^ 







And into the land of Canaan they came 



Dore 



Genesis 12 : 15 



back to the homeland. He knew it would not be easy to make 
a home in that land where the country was new, and the people, 
some of them, rough men from the mountains. Yet the Father 
had asked him to go ! 

Do you think he went! Of course he did. Just as a soldier 
goes forth to war, so Abraham— that was his name — ^^went forth 



46 COUEAGE 

to go into the land of Canaan." He took his wife, his serv- 
ants, and all they had, and started. 

How did they go? Not on the cars, for there were no cars 
then. With horses? No, there were no horses in that country 
so long ago.^ They went on camels. They rolled the tent cloths 
and food into packages, and strapped them to the camels. They 
had many herds of cattle, and it made a long caravan.^ 

How far do you think they went in a day 1 Only a few miles. 
At night what would they do? Pitch their tents near pasture, 
and rest, — sheep, camels, people, and all. 

For days and days they went. They came to streams that 
had to be forded, hills that had to be climbed, plains of hot sand 
where there were no shade trees under which they could rest. 
The people grew weary — perhaps they blamed their leader for 
ever leaving the homeland. 

Sometimes the brave soldier was tired. Then he would talk 
with the Father, for he knew the Father would care for him all 
the long way. But it was so long! And the new country was 
not yet in sight. Yet the leader went on before, like the true 
soldier he was. He said: *^I will be strong and of good 
courage. ' ^ 

He spoke to the people, helped them care for their flocks, and 
told them to follow just where he led. 

Days and days they went. They traveled across valleys, 
and through cities. They faced storms of wind and rain. The 
journey was long and dangerous, and they were very tired. But, 
at last, '^Into the land of Canaan they came," a good land, a 
land of brooks of water, of fountains and depths springing 
forth in valleys and hills, a land of wheat and barley, of vine 

and fig trees, of olive oil and honey. Deuteronomy 8:7, 8. 



1. The horse was not introduced among the Hebrews until a later date. 

2. Illustrate on the blackboard. (Straight lines drawn for men and camels are sufficient.) 



COUEAGE 47 

Their leader knew this was the land which the Father had 
promised to show them. 

In a shady grove, near a spring, they stopped and pitched 
their tents. There they thanked the Father for His loving 
care, thanked Him, too, that He had given them strength and 
courage to come all the long way. 



48 COURAGE 

LESSON V 

DatJiD anD ©oliatf) 

To-day we have a story symbolic of Eight against Wrong, 
Good against Evil. 

God holds with the strong.— Ma^^ini. 

Central Thought. — Be strong. 

Text. — Be strong and of good courage. Deuteronomy 31 :6. 

Picture. — Head of David. Michael Angelo. 

Songs. — Onward, Christian Soldiers, and The Snow. 

LESSON OUTLINE 

I. Point of Contact: Soldiers 

II. The soldier brothers and the shepherd boy. 

III. His longing to go. 

IV. His decision to be a soldier in his everyday task. 

V. His faithful care of the cheep. 

VI. When a lion and a bear can:e. 

VII. His sling and how he used it. 

VIII. His father sends him to his brothers. 

IX. The giant. 

X. The King's call. 
XL No answer. 

XII. The shepherd boy volunteers. 

XIII. The fight. 

XIV. The boy's victory. 

XV. The joy of the soldiers and of the King, 

THE LESSON 

Point of Contact. — Have you ever seen soldiers? What did 
they carry? Long years ago each soldier carried his shield 



COUEAGE 



49 



and sword. Sometimes a soldier was covered from head to foot 
with his armor.^ 

STORY 

A Shepherd Boy once saw his big brothers march off to war 
— going to fight for the right. Bnt this boy had to go back to 
his sheep. As he cared for the sheep, out on the hills, he thought 
of those brothers, and wished he could go, too. But his father 
said, **No, you must care for the sheep.'' 

Then the Shepherd Boy 
•;aid, ^'Perhaps I can be 
a soldier boy right here 
in the hills. There are 
lions and bears in the 
forests, and if I am brave 
I can keep my sheep safe 
from all harm day and 
night. ' ' 

Like a soldier he did 
care for those sheep. 
When ^' there came a lion 
and a bear and took a 
lamb out of the flock" he 
went out after it, and 
smote the lion and deliv- 
ered the lamb out of his 
mouth. When the lion 

arose against him ^'he ^s ^-^j^^j ^„^^^o 

caught him bv the beard, ^^ "^"°^^ ^"^ ^^ ^ood courage 

^ " \ Deuteronomy 31:6 

and smote him, and slew him." i Samuel 17:34, 35. 

Every morning the boy led his sheep to the pasture, and 
every evening took them safely back to the fold, leading them by 




1. The teacher can use her own discretion in describing the armor used at the time of 
David. See "Armor" and "War" in Bible Dictionary. 
4 



50 COUEAGE 

* 

tlie shortest, the smoothest, and safest paths, guiding them with 
his sling. (Do you know what a sling is? How do you mal^e 
them, boys ? Draw a sling and pebbles on the blackboard. Can 
you shoot pebbles straight in yours?) 

The Shepherd Boy guided his sheep with his. When a 
lamb ran away from the flock he would shoot a pebble so it 
would fall just in front of it, and the lamb would fly back to 
the others. He had used his sling until he could send a pebble 
as straight as an arrow, and hit the mark every time. 

One day, when the boy was out on the hills with his sheep, 
his father sent for him. He wanted the boy to go to the King's 
army, to find his brothers, to learn if they were well, and to take 
them food. Did he go ? 

He took the corn and the loaves that his father had ready, 
and started. He fairly ran — now he would see the camps of the 
army, and perhaps see a battle. 

It was early morning when he reached the camp and found 
his brothers. It looked as though there was to be a great battle. 
The King's army and the army of the enemy were drawn up 
opposite each other. The soldiers were ready, and the King was 
riding up and down among them. 

Suddenly there was a war cry. The Shepherd Boy looked. 
There on the hills, in front of the long line of the enemy's 
soldiers, was a great giant. He was walking up and down, wav- 
ing his sword and calling to the King and his soldiers. He 
had on his shield, helmet, and buckler, and carried spears and a 
sword. He was a strong warrior, and a cruel giant. Now he 
was calling to the King that there was not a soldier in his 
whole army who dared fight with him. 

The King looked at his soldiers, and then at the Giant. He 
had brave soldiers; but who would dare fight that evil Giant? 
No one spoke — all was still ! 



COUEAGE 51 

Then tlie Shepherd Boy spoke. ' ' I will fight the Giant ! " he 
said to his brothers. 

^ ^ You, a shepherd boy, ' ' said a big brother, ' ' fight that great 
Giant r' 

^'Yes,'' said the lad, ^^I will go forth to fight the Gianf 

Others heard what he said. Some one told the King there 
was a Shepherd Boy in his army who wonld fight with the 
Giant. The King sent for the boy. The Shepherd Boy told 
him how he had killed the lion and bear. He said : ' ' I have a 
true aim, and the Father will help me.'^ 

So the King said, **You may go; but take my shield, helmet, 
and sword.'' 

The boy looked at them. ^^No," he said, ''they are too big 
for me, and too heavy; I will go as I am." 

In his shepherd's tunic, his wallet, in which he had brought 
food to his brothers, by his side, his staff in one hand, his sling 
in the other, the boy ran down the hillside. 

The King's army saw him and shouted. The Giant heard 
them and, when he saw that Shepherd Boy coming, he put his 
hand on his sword, and laughed. 

The boy ran on. At the foot of the hills was a stream. 
There he stopped and picked up a few smooth, round pebbles 
which he dropped into his wallet, all except one. That one he 
put in his sling. Then he ran on toward the Giant. 

Now the Giant was coming toward him, waving his sword. 
The boy held his sling tightly. As he ran he aimed. Away flew 
the pebble ! 

The next moment the King and his army saw the Giant fall. 
The pebble had struck him in the forehead — the Giant was dead. 

The army of the enemy fled. The Shepherd Boy went back 
to the King, for the battle was won. Can you see them as they 
gathered around him, waving their banners and singing their 
songs ? 



52 COURAGE 

The King took tlie boy by the hand ; the soldiers broke line 
and gathered in gronps to speak his praise. 

Then there came the call to march back to their tents, for the 
long war was over. 

As the soldiers went they praised that brave lad for his 
courage; yes, they praised him even more than the King — the 
King had asked others to fight the Griant — the boy had fonght 
him, and won. 



COUEAGE 53 

LESSON VI 

The lesson to-day is a review of the Courage topic. The 
subject is a strong one, and some of the stories are long. With 
young classes the teacher can present the material provided in 
seven, or eight, lessons. 

Central Thought. — Courage under all circumstances. 
Text. — Be strong and of good courage. Deuteronomy 31 :6. 
Picture. — Christ Healing Sick Child. Hofmann. 
Song. — To be chosen by the children. 

LESSON OUTLINE 

I. Point of Contact: Hold up four fingers. Let the children 
name them from the four stories of Job, Daniel, Abraham, David. 

IL How was Job strong? 

ni. Daniel? 

lY. Abraham ? 

V. David? 

THE LESSON 

Point of Contact. — These four fingers tell me of four stories. 
The first was about a man who was sick. Who can tell me of 
himr 

Wlio knows about the three visitors! 

This is a sad story, but with such a beautiful ending — we 
must always think of what Job's courage gave him in the end — 
a new home and a better one, a family around him, and best of 
all the love of the Father, and the promise of a home in heaven, 
where the loved ones from whom he had parted here would be 
with him again. 

Note. — When the lessons are divided into shorter lesson-stories, the Perry, or 
other similar pictures, can be secured for the extra illustrations. 

1. The teacher must use discretion in drawing material from the child. Allow him to tell 
as much only as he can tell well. 



54 



COUEAGE 



The second finger reminds me of a long table, and boys 
seated around it. 

Wlio remembers this story! Some boy, I am sure. 

Tell me about the palace, the grounds, the dining room, and 
the table. 

Now tell of Daniel and his three friends. 




Hofmann 
Be strong and of good courage 

Deuteronomy 31:6 



This is about as hard as any kind of courage that boys and 
girls have to have every day — yes, and three times a day. 

The next finger tells of Abraham and his long journey — such 



COUEAGE 55 

a long journey, and lie had courage half way! Oh, clear to the 
end! 

Who can help me tell the others about it? 

And the last finger is the story of a boy and a giant. 

We all know that story.^ 

Four stories — Job, Daniel, Abraham, and David. 

Courage in sickness ; in eating ; to finish the hard task clear 
to the end; and sometimes to do and dare like knights and sol- 
diers, even when others are afraid to try, as were David's 
brothers and friends, even the King. 

Our picture to-day is of the One Who was the most coura- 
geous of all. He is helping a sick child. 



1. The teacher can tell it briefly, or draw it from the children, as she thinks best. 



3lop 

Easter 
SPRING SEASON 

Now all things smile. — Thomas Carew. 

When spring unlocks the flowers to paint the laughing soil. 

— Begiiiald Heber. 
Life is ever Lord of death 
And love can never lose its own. 

— John Greenleaf Whittier. 

I hope to see mj Pilot face to face, 
"When I have crossed the bar. 

— Alfred Tennyson. 

O little bulb, uncouth. 

Ragged and rustv brown. 

Have you some dew of youth, 

Have you- a crimson gown? 

Plant me and see 

What I shall be,— 

God's fine surprise 

Before your eyes! 

— Malthy Davenport Babcoclc. 

THE subject of death slioiild never be avoided with chil- 
dren. During the trustful years of childhood the super- 
natural seems natural. No greater blessing can be 
given the child than the assurance that the coming life 
is only a going home to loved ones, a happy union with the 
Eternal. Help him to look forward to it as a culmination of all 
happiness. Inculcate in the child-mind the assurance that the 
joys here are only a foretaste of those to come, founded on the 
great promise: ^'Because I live, ye shall live also.'' 
The Easter topic is presented in four lessons. 
Lesson I. The Butterfly, and Nature's Awakening in the 
Spring Time. 

56 



JOY 57 

Twigs and bursting buds, bulbs, and a cocoon, if possible. 
Story, The Butterfly. 

Lesson II. Easter Time. 

Development lesson. The weather. Birds returning. Brooks, 
bees, and butterflies. What do they tell us? 

Song: Easter Morning. 

Lesson III. The Joyful Procession. Christ's triumphal 
entry into Jerusalem. Palm Sunday. 

Much people took branches of palm trees, and went forth 
to meet Him, and said, Hosannah! John 12:12. 

Lesson IV. He is risen! The first Easter morning. The 
Garden. Mary Magdalene and the other Mary. The Angels. 
Christ on the way to Emmaus. 

The Lord is risen indeed! Luke 24:34. ■ 
Because I live, ye shall live also, jesus. 



58 JOY 



LESSON I 

Cfte IButtetflp 

O fuzzy ugliness, 

Poor, helpless, crawling worm, 

Can any loveliness 

Be in that sluggish form? 

Hide me and see 

What I shall be,— 

God's bright surprise 

Before your eyes! 

— Maltby Davenport Bdbcock. 

Central Thought. — Nature's awakening in the Spring time. 

Text. — For lo, the winter is past, — the flowers appear on the 
earth, the time of the singing of birds is come. Songs of Solomon 2 : 
11, 12. 

Picture. — Birds. Laux. 

Song. — Easter Morning. 

LESSON OUTLINE 

I. Point of Contact: Twigs with bursting buds, bulbs, and a 
cocoon, if possible. 

II. The butterfly. 

III. A hard lesson. 

IV. How the butterfly learned it. 

V. When he awakes. 

THE LESSON 

Point of Contact. — All Winter so many things have been 
sleeping, — ^' under the ice and the snow.'' Can you tell me 
some of them? 

The seeds, bulbs like these. Down in the warm earth they 
are bursting their little brown houses, sending out green shoots. 
Soon we shall have tulips and daffodils. 



JOY 59 

The sap has come from the roots up into the trunks of the 
trees, out into the branches, and see — here are buds on the twig. 

The birds are coming back again, robins and song sparrows 
to tell us what? Spring is here and Easter is coming. 

The grass is already green, the wild flowers in the woods are 
out of the ground, and the caterpillar will soon be seen on the 
walk. 

STORY 

''Let me hire you as a nurse for my poor children,'^ said a 
Butterfly to a quiet Caterpillar, who was strolling along a cab- 
bage leaf in her odd, lumbering way. ''See these little eggs,'' 
continued the Butterfly ; "I don't know how long it will be before 
they come to life, and I feel very sick and poorly, and if I should 
die who will take care of my baby butterflies when I am gone? 
Will yoiiy kind, mild, green Caterpillar? But you must mind 
what you give them to eat, Caterpillar ! They cannot, of course, 
live on your rough food. You must give them early dew, and 
honey from the flowers ; and you must let them fly about only 
a little way at first; for, of course, one can't expect them to use 
their wings properly all at once. Dear me ! it is a sad pity 3^ou 
cannot fly yourself. But I have no time to look for another 
nurse now, so you will do your best, I hope. Dear! dear! I 
cannot think what made me come and lay my eggs on a cabbage 
leaf! What a place for young Butterflies to be born upon! 
Still you will be kind, will you not, to the poor little ones ? Here, 
take this gold-dust from my wings as a reward. Oh, how dizzy 
I am! Caterpillar, you will remember about the food" 

And with these words the Butterfly drooped her wings and 
passed to the next life; and the green Caterpillar, who had 
not had the opportunity of even saying yes or no to the request, 
was left standing alone by the side of the Butterfly's eggs. 

"A pretty nurse she has chosen, indeed, poor lady!" ex- 
claimed she, "and a pretty business I have in hand! Why, her 



60 



JOY 



senses must liave left her or she never would have asked a poor, 
crawling creature like me to bring up her dainty little ones ! 
Much they'll mind me, truly, when they feel the gay wings on 

their backs, and can 
fly away out of my 
sight whenever they 
choose ! Ah ! how silly 
some people are, in 
spite of their painted 
clothes and the gold- 
dust on their wings ! ' ' 
However, the poor 
Butterfly was , gone, 
and there lay the eggs 
on the cabbage leaf; 
and the green Cater- 
pillar, had a kind, 
heart, so she resolved 
to do her best. But 
she got no sleep that 
night, she was so very 
anxious. She made 
her back quite ache 
with walking all night 
round her young 
charges, for fear any 
harm should happen 
to them; and in the 
morning, said she to 
herself: ^^Two heads 




For lo, the winter is past, — the fldwers appear 
on the earth, the time of the singing of birds 
is come 

Songs of Solomon 2:11-12 



are better than one. I^ will consult some wise friend upon the 
matter, and get advice. How should a poor, crawling creature 
like me know what to do without asking my betters?" 



JOY 61 

But still there was a difficulty — whom should the Caterpillar 
consult? There was the shaggy Dog who sometimes came into 
the garden. But he was so rough ! He would most likely whisk 
all the eggs off the cabbage leaf with one brush of his tail if 
she called him near to talk to her, and then she would never 
forgive herself. There was the Cat, to be sure, who would 
sometimes sit at the foot of the apple tree, basking himself and 
warming his fur in the sunshine; but he was so selfish and 
indifferent ! There was no hope of his giving himself the trouble 
to think about Butterflies' eggs. ^^I wonder which is the wisest 
of all the friends I know,'' sighed the Caterpillar in great dis- 
tress ; and then she thought, and thought, till at last she thought 
of the Lark; and she fancied that because he went up so high, 
and nobody knew where he went, he must be very clever and 
know a great deal; for to go up very high (which she could 
never do) was the Caterpillar's idea of perfect glory. 

Now in the neighboring cornfield there lived a Lark, and the 
Caterpillar sent a message to him, to beg him to come and talk 
to her; and when he came she told him all her difficulties, and 
asked him what she was to do to feed and rear the little creatures 
so different from herself. 

*' Perhaps you will be able to inquire and hear something 
about it next time you go up high," observed the Caterpillar, 
timidly. 

The Lark said perhaps he would, but he did not satisfy 
her curiosity any further. Soon afterwards, however, he went 
singing upwards into the bright blue sky. By degrees his voice 
died away in the distance, till the green Caterpillar could not 
hear a sound. It is nothing to say she could not see him, for, 
poor thing! she never could see far at any time, and had a 
difficulty in looking upwards at all, even when she reared herself 
up most carefully, which she did now; but it was of no use, so 
she dropped upon her legs again, and resumed her walk round 



62 JOY 

the Butterfly's eggs, nibbling a bit of the cabbage leaf now and 
then as she moved along. 

^^What a time the Lark has been gone!'' she cried at last. 
**I wonder where he is just now! I would give all my legs to 
know! He must have flown up higher than usual this time, I 
do think. How I should like to know where it is that he goes, 
and what he hears in that curious blue sky! He always sings 
in going up and coming down, but he never lets any secret out. 
He is very, very close!" 

And the green Caterpillar took another turn round the 
Butterfly's eggs. 

At last the Lark's voice began to be heard again. The 
Caterpillar almost jumped for joy, and it was not long before 
she saw her friend descend with hushed note to the cabbage bed. 

''News, news, glorious news, friend Caterpillar!" sang the 
Lark; ''but the worst of it is, you won't believe me." 

"I believe everything I am told," observed the Caterpillar, 
hastily. 

"Well, then, first of all, I will tell you what these little 
creatures are to eat," and the Lark nodded his beak toward 
the eggs. "What do you think it is to be? Guess!" 

"Dew, and honey out of flowers, I am afraid," sighed the 
Caterpillar. 

"No such thing, dear lady! Something simpler than that. 
Something that you can get at quite easily." 

"I can get at nothing quite easily but cabbage leaves," 
murmured the Caterpillar, in distress. 

"Excellent! my good friend," cried the Lark, exultingly; 
"you have found it out. You are to feed them with cabbage 
leaves." 

' ' Never ! ' ' cried the Caterpillar, indignantly. ' * It was their 
mother's request that I should do no such thing." 

"Their mother knew nothing about the matter," persisted 



JOY 63 

the Lark; ^^but why do you ask me, and then disbelieve what 
I say? Yon have neither faith nor trust.'' 

^'Oh! I believe everything I am told," said the Caterpillar. 

*'Nay, but you do not," replied the Lark; ^'you won't believe 
me even about the food, and yet that is but a beginning of what 
I have to tell you. Why, Caterpillar, what do you think those 
little eggs will turn out to be ? " 

^'Butterflies, to be sure," said the Caterpillar. 

''Caterpillars!" sang the Lark. "And you'll find it out in 
time ' ' ; and the Lark flew away, for he did not want to stay to 
contest the point with his friend. 

"I thought the Lark had been wise and kind," observed the 
mild, green Caterpillar, once more beginning to walk round the 
eggs, "but I find that he is foolish and saucy instead. Perhaps 
he went up too high this time. Ah, it's a pity when people who 
soar so high are silly and rude nevertheless! Dear! I still 
wonder whom he sees and what he does up yonder. ' ' 

"I would tell you if you would believe me," sang the Lark, 
descending once more. 

"I believe everything I am told," reiterated the Caterpillar, 
with as grave a face as if it were a fact. 

"Then I'll tell you something else," cried the Lark; "for 
the best of my news remains behind. You will one day be a 
Butterfly yourself. ' ' 

"Wretched bird!" exclaimed the Caterpillar, "you jest with 
my inferiority. Now you are cruel as well as foolish. Go 
away ! I will ask your advice no more. ' ' 

' ' I told you you would not believe me, ' ' cried the Lark, net- 
tled in his turn. 

"I believe everything that I am told," persisted the Cater- 
pillar; "that is" — and she hesitated — "everything that is rea- 
sonable to believe. But to tell me that Butterflies' eggs are 
Caterpillars, and that Caterpillars leave off crawling and get 



64 JOY 

wings and become Butterflies ! Lark ! you are too wise to believe 
such nonsense yourself, for you know it is impossible!'' 

*^I know no such thing/' said the Lark, warmly. ^^ Whether 
I hover over the cornfields of earth, or go up into the depths of 
the sky, I see so many wonderful things, I know no reason why 
there should not be more. Caterpillar: it is because you 
crawl, because you never get beyond your cabbage leaf, that you 
call anything impossible." 

^ ^ Nonsense ! ' ' shouted the Caterpillar. * ^ I Imow what 's pos- 
sible, and what's not possible, according to my experience and 
capacity, as well as you do. Look at my long, green body and 
these endless legs, and then talk to me about having wings 
and a painted feathery coat. Fool" 

^^And fool you! you would-be-wise Caterpillar!" cried the 
indignant Lark. ^^Fool, to attempt to reason about what you 
cannot understand ! Do you not hear how my song swells with 
rejoicing as I soar upwards to the mysterious wonder- wo rid 
above ! ' ' 

At that moment she felt something at her side. She looked 
round — eight or ten little green Caterpillars were moving about, 
and had already made a show of a hole in the cabbage leaf. 
They had broken from the Butterfly's eggs! 

Shame and amazement filled our green friend's heart, but 
joy soon followed; for, as the first wonder was possible, the 
second might be so, too. ^^ Teach me your lesson. Lark!" she 
said ; and the Lark sang to her of the wonders of the earth below, 
and of the heaven above. And the Caterpillar talked all the 
rest of her life to her relations of the time when she should be 
a Butterfly. 

And when she was a Butterfly, she said : ^ ' I can trust even 
now for what shall come next." —Margaret Gatty. 



Eaater flDorning. 



Words by P. W. Blaokmer 



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66 



JOY 67 



LESSON II 

(Bamt Cime 

Sweet spring, full of fair days and roses, 
A box where sweets compacted lie. 

^ — George Herbert. 

*'The spring scented buds all around me are swelling, 
There are songs in the stream, there is health in the gale; 
A sense of delight in each bosom is dwelling, 
As float the pure day dreams o 'er mountain and Tale. ' ' 

The lesson last Sunday more than introduced the topic. 
To-day we have a Nature development lesson. 

Central Thought. — Nature's awakening. 
Text. — Christ has risen, the Lilies say, 

This glad and joyous Easter Day. 
Picture. — Easter Lilies. 
Song. — Easter Morning. 

LESSON OUTLINE 

I. Point of Contact: The weather. 

II. Birds returning. 

III. Brooks, bees, and butterflies. 

IV. What do they "tell us? 

V. 'Tis Easter tune. 

THE LESSON i 

Point of Contact. — The weather. (The teacher can lead up 
to the Spring thought by whatever conditions the weather and 
the surroundings offer). 

STORY 

Here on the table are the flowers, the twigs, and the bulbs 
that tell us Spring has come. 



68 



JOY 



What have you seen this week that tells yon Spring is here? 
And that beantifnl butterfly — review The Butterfly story. 
Develop the Easter song. 



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Christ has risen, the Lilies say, 
This glad and joyous Easter Day. 

F. P. K. 

Suggestions : 

When the snow goes, does it seem as if the old world took 
off her white cloak and awoke for another Spring and Summer 
festival I 

Is the sun growing warmer? 



JOY 69 

What does it do to the buds? 

All these things tell us that a Glad Day is coming — Easter. 

Have you seen a robin I 

Where have the birds been all winter! 

What about the flowers in the woods! 

Did you ever go fishing in the Spring time! 

Was the stream overflowing! 

What makes the streams overflow in the Spring? 

Have you heard a rippling brook! 

Have you noticed the buds! 

What do the raindrops say to them! 

Are the Easter Lilies growing! 

Awake, awake, oh sleeping earth, 

Fling otT your cloak of snow, 
For soon the birds will come again 

And rippling brooks will flow ; 
The sun will whisper to the buds, 

*^Wake up, wake up, 'tis Spring." Song. 

Develop the song, ^^ Easter Morning.'' 

Note. — The development of the song is left largely with the teacher. 



70 JOY 



LESSON III 

C6e 3[opfuI procession 

PALM SUNDAY 

Death only husks the corn.' 

Why should it be a wrench to leave your wooden bench? 
Why not, with happy shout, run home when school is out? 

— Malthy Davenport Babcoclc. 

These should be glad days in the Sunday School. As Easter 
approaches, our hearts should respond to the joys of Nature's 
awakening, to the glad assurance that came to the world with 
Christ's Eesurrection Morning. 

Central Thought.— Joy. 

Text. — Much people took branches of palm trees, and went forth 
to meet Him, and said, Hosannaf John 12:12. 

Picture. — ^Entry of Christ into Jerusalem. Plockhorst. 
Song. — Easter Morning. 

LESSON OUTLINE 

I. Point of Contact: What have you seen this week that said 
''Spring is here?" 

II. One Sunday morning. 

III. Jesus goes up to the city.^ 

IV. ' ' They put Him on a colt and waved the branches of the palm 
tree." 

V. "Saying, Hosanna!" 

VI. Easter song. 

THE LESSON 

Point of Contact. — Birds, bees, and butterflies. What have 
you seen this week that said ''Spring is here"f2 



1. See Farrar's Life of Christ, chapter XLIX. 

2. Let the children tell of Nature's awakening. 



JOY 



71 



To-day is a joyous Snnday. We are happy and there are 
palms in our churches.^ 

8T0BY 

It was Sunday morning. Jesus and His friends were going 
up to the city, to the great marble temple to church. 




"' riuckhorst 

Much people took branches of palm trees, and went forth to meet Him, 

and said, Hosanna! 

John 12:12 

His friends were nearly always with Him now, for He would 
not be many days in their midst. They started. Many people 
followed — so the friends brought a colt for Him to ride upon. 
They put their own garments on the colt. While Jesus rode — 
perhaps He was tired and weary from helping so many people — 
they led the colt along the road that led up to the great city. 

1. As the birds return, the teacher should read for her own pleasure Wordsworth's Skylark 
and Shelley's Ode to the Lark, 



72 JOY 

Many people, when tliey heard that Jesus was coming, went 
out to meet Him. They broke the branches from the palm trees, 
and waved them before their King, singing, ^^Hosanna, Ho- 
sanna! Blessed is He that cometh in the name of the Lord!'' 
Perhaps the children were there, waving their palm branches, 
as we see them in our picture to-day. 

Develop the second verse of the song, and the third verse if 
there is time. 

2. Beautiful Easter morning. 

Birds coming home to nest, 
Singing the story. 
Wonderful glory. 

Earth shall again be blessed. ; 

Chorus : 

J 

3. Beautiful Easter morning, ; 

Blue in the skies above. ) 

Brooks gently flowing, ^ 

Soft breezes blowing, \ 

Telling us, God is Love ! ^ 

I 



JOY 73 



LESSON IV 

This is the death of Death, to breathe away a breath, 
And know the end of strife, and taste the deathless life, 
And joy without a fear, and smile without a tear, 
And work, nor care, nor rest, and find the last the best. 

— MaWby Davenport Babcoclc. 

Text. — The Lord is risen, indeed. Luke 24 : 34. 

Picture. — Christ and His Disciples on the Way to Emmaus. 

Plockhorst. 
Song. — Easter Morning. * 

LESSON OUTLINE 

I. Point of Contact: The first Easter morning. 

II. The garden. 

III. The women. 

IV. The angels. 

V. Jesus. 

YI. Others who saw Him. 

THE LESSON 

Point of Contact. — To-day we have the story of a Sunday 
morning long ago — the happiest Sunday the world has ever 
known. 

STORY 

It was tlie first Easter morning. Jesus was there in the 
garden — He had come again, as He said. The story He told 
that day was one of the bravest, the sweetest, the dearest of all 
the stories He left with His children. 

He did not tell it to the cruel men who thought they had taken 
away His life. He told it to the women who loved Him. They 



74 



JOY 



had come to the place where His body had lain, — there they 
found angels. As they walked in the garden, Lo ! Jesus was 
with them. 

Then they remembered how He ha4 said that we shall live 




The Lord is risen, indeed 

Luke 



Plockhorst 



;4:34 



alway, that the life we love, the part that speaks and moves 
and sees, goes home to be with the Father, and it is only the 
body that is laid away. 

Note.— Eead Matthew 27:57-66; 28:1-20. Mark 15:45-47; 16:1-20. Luke 23: 
50-57; 24:1-30. John 19: 38-42; 20: 1-31. 



JOY 75 

They knew that people said Jesus was dead. Now they saw 
Him. He had come again to tell them that there is no death, 
only life; that when the lips cannot speak, it is only because 
the life has been tg,ken home by the Father, to live again where 
there shall be only gladness and joy. He had come back to tell 
them not to weep, but to rejoice, to rejoice all the days, and to 
tell others that they might know of the life that lives alway. 

In the garden He talked with the women of these things ; then 
He left them and went to tell others. 

. The women told how they found angels in the place people 
called His grave — and even as they were telling His wonderful 
story, Jesus was telling the same story to others. 

He was walking along the way with two of His disciples, 
and Lo ! when they had entered into a house, they knew Him, 
too! When they saw it was Jesus, they remembered how He 
had to]d them of heaven, of the Father, and of how some day 
they would, be with Him there. Now they believed it was true. 
In His face shone the light of heaven, and His voice was as the 
voice of the angels. 

Jesus told this story to others — to a group of His loved ones, 
saying: ^'Peace be unto you!" (Luke 24:36.) ^^He led them" 
out along the old road where they had walked before, ^*and He 
lifted up His hands and blessed them." 

^'And it came to pass while He blessed them. He was parted 
from them, and carried up into heaven." Luke 24:50, 51. 

Of course we have Easter to tell us of that Sunday morning 
when Jesus stood in the garden, saying to the women: '^ There 
is no death." We have Easter to tell us of that day when the 
world was rejoicing, because He had come again, when the 
women saw Him in His glory, and heard Him say: ^^We shall 
live alway ! ' ' 



^peaft tlje ^rutl) 



SPRING SEASON 

''There is nothing more kingly than kindness; 
There is nothing more royal than truth.'' 

THE imagination of the cMld often leads Mm to *^fib," 
as we say. Sometimes the thing seems so real that he 
does not know he is actually saying that which is not 
true. 

Into every child's heart there comes the temptation to 
further his own interest by saying that which is not so. This 
must be called by its rightful name — dishonesty. Once indulged 
in, the first offense is often concealed by a second falsehood, 
and so on, until there is danger of forming the habit. 

To state the fact as it is, plain and unromantic as it may be, 
to tell the truth without polishing it up to suit the taste, to make 
the word picture tally with the facts, adding no gilt edges, is not 
easy; but the sooner the child learns to do this the better. He 
will save himself, and his loved ones, many a heartache ; he will 
pave the way for a straightforward life, both in the home and in 
the business world. 

He should be encouraged to tell stories as stories, allow- 
ing the imagination to have full play, but it should be distinctly 
understood before he begins that this is ''a story,'' or this is ^*a 
fairy tale," or this is not ''a really and truly story." Then 
when he tells a story with the understanding that **this is true," 
he will find it easier to stick to the facts. 

This topic is presented in two lessons : 

Lesson I. The Honest Woodman. This lesson presents a 
story told to children many years ago, found in an old reading 



SPEAK THE TRUTH 77 

book, written in verse, and since adapted for the little people by 
Miss Emilie Ponlsson. The Honest Woodman preferred hon- 
esty to silver or gold. Do you think it paid ! 

An honest man 's the noblest work of Grod.—Eoiert Bums. 

Keep unscathed thy good najne.—Buiwer Lytton. 

Lesson II. Jacob and Esau. Jacob tells several falsehoods, 
and practises a cruel deception, for the purpose of securing his 
blind father's blessing, and the birthright accompanying it. 
What is the result! The falsehood and deception inculcated 
hatred between the brothers. 

Jacob is sent away from his family and home. 



78' SPEAK THE TKUTH 

LESSON I 

CDe J^onest MJooDman 

Nothing tempts young and old more than gold. To-day we 
have the story of one who preferred honesty to gold or silver, 
''a good name rather than riches." 

Wherefore take nnto you the whole armor of God, that ye 
may be able to withstand in the evil day, and having done all, to 

stand. Ephesians 6:13. 

We, then, are workers together with Him, . . . giving no 
offense in anything; . . . but in all things approving ourselves 
as the ministers of God, . . . By the word of truth. 

II Corinthians 6:1, 3, 4, 7. 

Central Thought. — "Honesty is the best policy." 
Text. — "Truth is better than silver or gold." 
Picture.— River and Water Carrier. 
Song. — Spring. 

LESSON OUTLINE 

I. Point of Contact: Silver and gold. 

II. The woodman. 

III. His axe. 

IV. Lost. 

V. The fairy. 

VI. The gold axe. 

VII. The silver axe. 

VIII. Both left with him. 

IX. His honesty. 

X. ''Truth is better than silver or gold. Truth can make you 
strong-hearted and free." 



SPEAK THE TEUTH 
THE LESSON' 



79 



Point of Contact.— Tell me something made of silver? Of 
gold? 

I am going to tell you of a man who loved something far 
more than silver or gold. .^ 




"Truth is better than silver or gold" 
STORY 

Out in the green, silent woods and near a rushing river that 
foamed and sparkled as it hurried along, there lived a good 
man whose work was wood chopping. With his strong, sharp 
axe over his shoulder he started out one autumn day, and, select- 
ing a large oak tree near the river side, was soon swinging his 
axe right sturdily as he hewed away at the tree trunk. 

1. Great care should be taken not to dwell on the central thought. Add no "moral tag." 
Let the story stand for itself. 



80 SPEAK THE TKUTH 

The chips flew at every stroke, and the sound of the axe 
ringing against the wood was echoed so clearly that you would 
have thought another wood chopper was at work not far away. 
By and by the woodman thought he would rest awhile. He 
leaned his axe against the oak tree and turned to sit down, but 
tripped against his axe, and before he could catch it, it had slid 
down the bank and into the stream just where the water was 
very deep. The poor woodman gazed into the stream, which 
flowed on over his lost treasure as merrily as before, and then 
he spoke aloud in his distress. ^^Oh, what shall I do? My 
good axe ! The only axe I had ! I can never get it again. Even 
had I money to get another, I should still lament for this one, — 
so strong it was, and so sharp, and the stout handle worn so 
smooth to my hands. ' ' 

The nymph, or water fairy, who lived in this river (for this 
all happened in fairy days) heard the sad words of the wood- 
man, and, rising to the surface, spoke to him in a voice that was 
like the sweet, tuneful tinkle of dropping water. 

^'Wliat is your sorrow?'' said she, kindly. The woodman 
told her of his misfortune, wondering much at the sudden 
appearance of this lovely creature. 

^ ^ Cease your sad words, ' ' said the nymph in the same tinkling 
accents. ^^Far, far down below the reach of any mortal eyes or 
hands lies your lost axe; but wait and hope. Fairy eyes and 
fairy hands have power even in the watery depths of the 
stream. ' ' 

*^She sank: — almost as quick as thought 

She rose again, and with her brought 

An axe of silver. The rich prize 

She held before the woodman's eyes ; 

And smiling, as in happy glee, 

*Is this the axe you lost?' said she. 

'Oh, no!' said he, and shook his head. 



SPEAK THE TRUTH 81 

*Well, then,' the smiling naiad said, 
'Here on the bank let this remain, 
And I'll go down and try again.' 
She sank ; and, instantly, behold ! 
Up came she with an axe of gold ! 
Pure, solid gold — the helve, the head — 
*Is this the axe you lost?' she said. 
'Oh, no, no, no !' the man replied, 
'This is not my old axe,' and sighed. 
'This is of very different ore, 
And worth, no doubt, a great deal more, 
And much more brightly does it shine. 
But 'tis not mine — no, 'tis not mine.' " 

"Indeed!" said the fairy. "Then this golden axe may lie 
on the bank beside the silver one, while I seek again for yours." 
The blue waters closed yet once more over the fairy. The 
woodman looked at the gold axe and at the silver axe, glittering 
in the grass. 

"They are beautiful," said he, "and far costlier than my 
axe, which, though as good a one as ever hewed a tree, is naught 
but hardy steel ; nevertheless I will not lay claim to that which 
is not mine, nor will I say anything but the truth. ' ' 

By this time the water nymph had again appeared above the 
shining waves and was holding another axe high in the air. The 
woodman reached forward with a shout of joy. "That is 
mine!" he cried. "That is surely my own, old axe." 

"Yes," said the fairy, as she put it into his hands. "This 
is your axe, but it is only a plain steel one. Did you not like the 
silver axe and the gold axe!" "Indeed, I did," answered the 
woodman; "but the silver axe was not mine and the gold axe 
was not mine. Not for them or for any other treasure will I 
say what is not true." "Eight, honest woodman," said the 

6 



82 SPEAK THE TRUTH 

fairy, with, a radiant smile of approval. ^' Truth is better than 
silver or gold. Truth can make you strong-hearted and happy 
though you lose your all. And now, farewell," she continued; 
^^but take as a gift from me the axe of silver and the axe of 
gold.'' 

So saying, she waved her white hand and disappeared. The 
astonished woodman gazed at the river, but it only sparkled and 
rippled on quite in its usual fashion;. and at last, with his heart 
full of gratitude to the fairy for her great kindness, the honest 
woodman gathered up the three gleaming axes and hastened 
home to tell of his wonderful adventure. 

— Eetold by Emilie Poulsson. 

Used by permission of Emilie Poulsson and The Milton Bradley Co., owners of 
the copyright. From "In the Child's World." 



Spring. 



"Words by Celia Thaxter (adapted). 



Old Air. 



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83 



Spring. 



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in the sun - ny mead-ows gay The dan • de - li - ons shine. 
hap- py ciiil - dren far and near, God made them all for you. 




84 



SPEAK THE TEUTH 85 

LESSON II 

3laco6 anD aB0au 

To-day we have the story, not of an ^^ Honest Woodman," 
but of a dishonest and deceptive son and brother. 

One cannot help feeling that the custom of handing down the 
blessing and birthright to the eldest son, be he deserving or no, 
was in some ways unfair to the younger children. Be that as it 
may, neither Isaac nor Esau were responsible for the law. Was 
not Jacob old enough to feel that, bitter as the sting might be, 
he must accept it! A grave deception, promoted by a deliberate 
falsehood, would only make him suffer the more. 

And the King said unto him, how many times shall I adjure 
thee that thou tell me nothing but that which is true 1 

1 Kings 22:16. 

Draw near with a true heart. Hebrews 10:22. 

And there shall in nowise enter into it . . . anything that de- 
fileth, ... or maketh a lie. Eeveiations 2i:27. 

Of his own will begat he us with the word of truth, that we 
should be a kind of first fruits of his creatures. James i:i8. 

But have renounced the hidden things of dishonesty, not 
walking in craftiness, nor handling the word of God deceitfully ; 
but by manifestation of the truth, commending ourselves to 
every man's conscience in the sight of God. ii Corinthians 4:2. 

Do justice and judgment. That's your Bible order; that's 
the service of God.— John BusMn. 

Good thoughts, good deeds, good words, are piety.— Zoroaster. 

Central Thought. — "Honesty is the best policy." 

Text. — Speak every man truth with his neighbor. Ephesians 4 :25. 

Picture. — River Jordan. 

Song. — Prayer. Second verse. 



S6 SPEAK THE TRUTH 

We thank Thee, dear Father, 
For care through the night, 
For flowers that blossom 
In morning's clear light. 

For wind, rain, and sunshine. 
For home, friends, and food. 
From Thee comes each blessing, 
And everything good. 

LESSON OUTLINE 

I. Point of Contact: Wells, Rebekah. 

II. Rebekah in her new home. 

III. Her two boys, Jacob and Esau. 

IV. The old father. 

V. Esau goes out for venison. 

VI. Jacob's deception and falsehood. 

VII. Esau's return. 

VIII. The sorrow of Isaac and Esau. 

IX. Jacob has to leave the tent home. 

THE LESSON 

Point of Contact. — Wlio has seen the picture of a well? 
Where? Let us make a well, a deep well, with our hands. Is 
this the well from which Eebekah drew the water for the servant 
and his camels, that evening before she went to the new land to 
be Isaac ^s wife? 

STORY 

Near the new home was another well. One evening, when 
the new home had come to be as dear as the old one, for she had 
been there now days and days, weeks and weeks, she went up to 
the well to draw water. For whom do you think she drew water 
now? 

For two boys who had come to her and to Isaac. The names 



SPEAK THE TRUTH 



87 



of those boys were Jacob and Esau. Esau was a cunning 
hunter, who loved fields and forests. Jacob was a shepherd boy, 
who loved the gentle sheep, and the quiet evenings at home in 
the tent. 

Rebekah went up to the well with her pitcher. There, in the 




(River Jordan) 

"He went away all alone" 

twilight, she sat down alone. She was sad. She was thinking of 
those two boys. It had been a long, hard, sad day. The boys 
were no longer happy together. Jacob was going away. When 
she came to draw water again he would be gone. Shall I tell 
you what had happened! 

It was in the Spring, or Summer time, probably, for Isaac's 
flocks were grazing in the fields, and there were cattle, droves 



88 SPEAK THE TEUTH 

of tliem, brown, speckled and spotted, eating the grass in the 
fields. 

Isaac was an old man, feeble and almost blind. He was not 
sure he would be with them long ; he might go soon to live in the 
heavenly home. In that country so long ago, a father, before 
he went to the heavenly home, always laid his hands on the head 
of each child, and gave him his blessing. Beginning with the 
oldest, he blessed them all. This was one way of telling them 
of his love. 

Isaac was a good man and great, and God had promised him 
that the work which he had begun should not stop when He 
called him home to heaven, but that his oldest son should take 
it up just where he had left off, and that the son should be a 
good man and great. (Genesis 12 :i, 2, 3.) So Isaac wanted Esau 
to have the first blessing, he wanted to talk with him of this love 
of the Father, of the work he must do, and the things he would 
leave with him to help in the work. 

Perhaps the old man, with long, white beard, and eyes almost 
blind, sat in the tent door one Spring morning, thinking about it. 

He called Esau to him, and said, ^^Take your bow and arrow 
and go to the fields. Like a good hunter find me a deer that I 
may have the meat I like best, venison fresh from the woods.'' 

Did Esau go I 

He ran as fast as he could. All the way he was thinking 
how he would cook the venison himself, for he knew just how 
his father liked it best. 

The rest is such a sad story; for while he was gone some- 
thing happened. 

A boy — I do not like to tell you his name — had heard what 
old Isaac had said. He was not an honest boy, so he said: "I 
will get the first blessing.'' 

He ran out to the flocks and brought in two kids. "Wlien the 
meat was cooked, dressed in clothes that felt like his older 



SPEAK THE TRUTH 89 

brother's, with goat skins on his hands, — that they might feel 
hairy like Esau's — ^4ie came unto the father, and said, My 
father; and he said. Here am I, who art thou, my sonT' 

Genesis 27:18. 

Jacob trembled. He could hardly speak, there was such a 
strange feeling in his throat. 

There sat the old father, feeble and blind. 

There stood the boy. 

Would you know what the boy answered? These were his 
words: ^^And Jacob said unto his father, I am Esau thy first 
born ; I have done according as thou badst me ; arise, I pray thee, 
sit and eat of my venison that thy soul may bless me. And 
Isaac said unto his son, how is it that thou hast found it so 
quickly, my son? And he said, Because Jehovah thy God sent 
me good speed. And Isaac said unto Jacob, come near, I pray 
thee, that I may feel thee, my son, whether thou be my very son 
Esau or not. And Jacob went near unto Isaac, his father : and 
he felt him, and said. The voice is Jacob's voice, but the hands 
are the hands of Esau ... so he blessed him. And he said, 
Art thou my very son Esau? And he said, I am. And he said. 
Bring it near me, and I will eat of my son's venison that my 
soul may bless thee. And he brought it near to him, and he did 
eat. And his father Isaac said unto him, Come near and kiss 
me, my son. And he came near, and kissed him, and he smelled 
the smell of his raiment,^ and blessed him, and said, *See the 
smell of my son is the smell of the fields which Jehovah hath 
blessed. And God gave thee of the dew of heaven . . . and 
plenty of grain.' . . . 

"Let the people serve thee, and nations bow down to thee. 

*^And it came to pass, as soon as Isaac had made an end of 
blessing Jacob, and Jacob was yet scarce gone out from the 
presence of Isaac, his father, that Esau, his brother, came in 
from his hunting." 

IT Esau M-as an archer. Isaac had often smelled the fields in his clothing. 



90 SPEAK THE TEUTH 

^^And lie also had made savory meat, and brought it unto his 
father, and said unto his father, Let my father arise, and eat of 
his son's venison, that thy soul may bless me. 

^*And Isaac his father said unto him, Wlio art thou! and 
he said, I am thy son, tlw first born, Esau. And Isaac trembled 
very exceedingly, and said. Who 1 Where is he that hath taken 
venison and brought it me and I have eaten of all before thou 
camest and have blessed him! Yea, and he shall be blessed. 

** And when Esau heard the words of his father, he cried with 
a great and exceeding bitter cry, and said unto his father. Bless 
me, even me also. Oh, my father."^ ... 

So Isaac blessed him. 

When the oM father knew what had happened, how do you 
think he felt I And Esau! 

** And Esau lifted up his voice and wept." 

**Aiid Esau hated Jacob'' with a bitter heart. 

So Eebekah his mother, and Isaac his father, told Jacob to 
leave the tent home, to go away to some other land. Now Esau's 
home could not be his home, too. So Jacob took food, and a 
bottle of water, and left that tent home, left the old father, the 
sad mother, the brother whom once he had loved, who once had 
loved him. 

He went away all alone.^ 



• Note. — With kindergarten classes this story can be divided into two stories. 

1. Read the quotations from the Bible. 

2. Our picture to-day skows us a river that Jacob may have crossed on his long journey. 
Perhaps he sat on the bank alone, like the man in this picture. 



€)ur i^eabenlp ifatljer 

SPRING SEASON 

IN. the Spring, when the tender green is on the trees, and the 
bnds are bursting, is it not as if heaven's doors had opened, 
and filled the earth with its incense! 

Love? It is everywhere^ — in the gentle shower, the 
anemone blossom, the spring grass, the balmy air, the yellow of 
the dandelion, the song of the birds. 

"Whose love? The love of Him ^^Who giveth us richly all 
things to enjoy." 

The infinite and eternal power that is manifested in every 
pulsation of the universe is none other than the living God. 

— John F 181:6. 

This thought is presented in a series of four lessons : 

Lesson L Development of song, and story of Hester, who 
dreamed the showers, sunshine, and flowers were gone, as were 
also her doll and playhouse. Why? 

Lesson II. The Fatherhood of God in providing such a beau- 
tiful world. The Creation story. Creation of the world — the 
sky, the moon, the stars and sun. 

Lesson III. The Creation of His children. Why He gave 
us eyes, ears, feet, tongue, and feelings. 

Lesson IV. Wee Gibbie — a shepherd boy, who found so 
much in the world to make him happy. 

A merry heart doeth good like a medicine.— i>arid 

Out of His boundless love the Father has given us the Na- 
ture world. Every season brings its revelations, and as often 
as Spring comes the old world seems to be born anew. The air 
has a freshness, the sky a radiance, the tree a larger growth, and 

91 



92 OUE HEAVEISTLY FATHER 

the flower a new beauty that for us was not there a year ago. Is 
it that we have grown! If the Father's love is growing within 
us, for us His world will increase in beauty as we grow in 
knowledge and love. 

The wonders of His love and wisdom increase as we try to 
fathom them. The world, the mind, the body — all tell of His 
infinite knowledge and His boundless love. 

'This topic has been chosen, and presented at the Spring 
season: 

I. That the child may look upon the natural world as a 
revelation of the Father's love to him. 

II. That he may keep the windows of his soul open to the 
beauties of the sky, the wonders in the stones, the knowledge of 
the birds, the marvels in the flowers and the miracles in Nature 
everywhere. 

God's fulness flows around our incompleteness. 

— Elisabeth Barrett Browning. 



i> 



OUR HEAVENLY FATHER 93 

LESSON I 

©e0ter'0 Dream 

Try for ^v& minutes to exchange places in thonght witli one 
who has never seen. 

The story to-day is of a girl who did not appreciate her 
everyday blessings, and dreamed that two of them were taken 
away. 

Read ^* Optimism,'* by Helen Keller. 

As I stand in the snnshine of a sincere and earnest optimism, 
my imagination '^paints yet more glorious triumphs on the cloud 

curtain of the future. ' ^— Helen Keller. 

Central Thought. — Do we appreciate all the Father has given us? 
Text. — Who giveth us richly all things to enjoy. I Timothy 6 ill. 
Picture. — Child among the Flowers. Van Bremen. 
Song. — Spring. Second verse. 

''The gay green grass comes creeping on 

So soft beneath their feet; 
The frogs begin to ripple now 

A music clear and sweet. 
And buttercups are growing near, 

"With scarlet columbine, 
And in the sunny meadows gay, 

The dandelions shine." 

LESSON OUTLINE 

I. Point of Contact: Song. 

II. Spring flowers. 

III. Hester. 

rV. Her ingratitude for the flowers, sun, showers, and other bless- 
ings. 

V. Her dream. 

VI. Suppose it had been true. 



94 OUE HEAVENLY FATHER 

THE LESSON 

Point of Contact. — Will the piano sing us onr songf (Have 
a cluster of buttercups or dandelions on the table.) Have you 
gathered buttercups in the fields? How do they come to be so 
beautiful this morning? 

What other flowers have you seen? 

Tell me of more things the Father has given us.^ Food, 
clothing, trees, lumber, hands, hearts, and friends. 

STORY 

Hester (that is the name of the girl in our picture to-day) 
had been playing all day in the garden, chasing butterflies, 
picking flowers, floating paper boats in the fountain, and making 
mud pies. But when night came, just because she was tired, she 
wore a long face, and there was a wrinkle clear across her 
forehead. 

She didn't want to eat her supper, she wasn't ready to go to 
bed. The house was too warm, and she was tired of the garden. 

For some good reason her mother and father left her all 
alone. In the corner of her own pretty room, where she had 
started to put her doll, Jean, to bed in her new cradle, Hester 
fell fast asleep. She did not know she was asleep for there 
seemed to be fairies around her, beautiful little creatures dressed 
in the gayest of colors. And they were pointing toward her: 
*'That is the girl,'' they were saying; *'she is the one!" 

Then one of the fairies came up to her doll's new cradle 
and took her precious doll away, saying, ^^ Hester's mother gave 
Jean to her because she loved her, and wanted her to be happy, 
but Hester has forgotten that day." 

Next, she saw the fairies tearing up her playhouse. As they 
chattered, in voices that sounded like the tinkling of bells, she 
could hear them saying, ^^ Hester won't care. She was tired of 

1. The teacher should use her own discretion in drawing the answers from the children. 



OUR HEAVENLY FATHER 



95 



the garden. She has forgotten that the Heavenly Father made 
even the stones of which she built her stove, made the big willow 
tree to give her its shade, the dirt for mud pies, the water for the 
fountain, and the birdg that sang all around her." 









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Fan Bremen 

Who giveth us richly all things to enjoy 

I Timothy 6: 17 

As the fairy spoke, she waved a golden wand in the air — 
playhouse, trees, birds, bees, grass, and fountain were gone. 

Hester felt the tears rolling down her cheeks. 

The next minute she wondered why she was crying. She 
had opened her eyes. It was morning. There, over her own 
bed, stood her mother, saying, ^^Up, up, little lady, Jean waits 
to be dressed, and it is baking day in your playhouse, T guess." 

That day do you think Hester was happy playing under the 
trees with the flowers, as we see her in the picture? 



96 OUR HEAVENLY FATHEE 

LESSON II 

May the awakening of Nature at the Spring season mean 
the awakening of a new and greater veneration, in the child- 
heart, for The Father's revelations that lie all about him. 

May this lesson show him that back of the stone is love, back 
of the flower knowledge, back of the shell The Creator, back of 
the changing colors in the sky, the dewdrops, the glittering star. 
One Whom we call Our Father. 

Central Thought. — God is Love. 
Text. — All things were made by Him. John 1 :3. 
Picture. — Goats on a Hill. Augusta Bonheur. 
Song. — Prayer. Third verse. 

^'Our Father in heaven. 
Be with us each day, 
And help us to love Thee 

In work and in play. Amen." 

LESSON OUTLINE 

I. Point of Contact: Stones, flowers, shells, and a piece of coal 
brought into class. 

II. Creation of sky, earth, seas, sun, and moon. 

III. The Father prepares all things for His children. 

IV. Why? 

THE LESSON 

Point of Contact. — In my right hand I hold small stones, such 
as we often see on the roadside: in my left, rare ones that 
have beautiful colors, and glitter in the sunshine. (Pass in 
front of the children, holding the stones so they can see them.) 



OUE HEAVENLY FATHER 97 

What can we do with stones? Build houses, churches, and 
do other things. 

The flowers ! Out of a tiny brown seed they grow — just how 
no one can tell. Only the Father Who made them knows. 

The apple ! Out of a brown seed comes a green tree, out of 
the tree a bud, out of the bud, a blossom, and out of the blossom, 
an apple. 

The coal ! Away in the earth it lies, deep down, where The 
Father has been long years making it, to keep our homes warm. 

STORY 

Did you ever see a new home ? 

This world was once a new home. The Father made it for 
you and for me. 

The Old Story says : First of all he made the sky ; then the 
earth with its soil for the flowers, its streams to keep the soil 
fresh, its oceans and high mountain tops. 

Then he made the light. The big round sun, the clouds in 
the sky, pink, golden, and blue. Then came the green grass, 
ferns, trees, flowers, seeds, and fruit. After that, the moon arid 
the stars ; and next birds, fish, cattle, sheep, goats, and insects. 

Down in the earth was oil, coal, diamonds, and gold. 

On the land were forests, stones, and green trees, with all 
kinds of woods. 

In the streams were fish and other sea foods. 

Was The Father getting this new home ready for some one! 

Could it be that children were coming? 

They could not live on fruit and fish only. There must be 
grains for flour and other things, — so the grains grew. These 
also helped the goats, deer, and cattle in their homes on the hills 

The trees grew, the birds made their nests, and baby birds 
came ; the fish were getting thicker in the streams ; and the 
forests were the homes of plenty of deer and wild birds. The 

7 



OUE HEAVENLY FATHER 99 

sun shone in tlie day, the big moon at night. Stones were ready 
to be built into homes, trees were waiting to be cut down for 
lumber. 

The sky was pink, golden, and blue— all the earth was ready. 
It was waiting. For whom! 

The story next Sunday will tell you.^ 

Next Sunday will you each bring me something that you 
have found out of doors, and love to look at, or play with ; any- 
thing the Father has made, — to help us to be happy? 



L. Our picture to-day shows us the goats on the hills. 



100 OUE HEAVENLY FATHER 

LESSON III 

Ctoo CfiilDten 

The great world-garden was ready. Everywhere were the 
** wonderful works'' of the Father, '^Who giveth us richly all 
things to enjoy." 

When all was ready two children came, made in His image. 
Such wonderful bodies, such marvelous minds! You and I 
have them, too, — gifts from the Father. For what? 

Let us see : — 

Central Thought. — The uses for which the Father gave us our 
bodies and minds. 

Text. — All things were made by Him. John 1 :3. 
Picture. — Sheep. Rosa Bonheur. 
Song. — Spring. 

* ' The alder by the river bank 

Shakes out his powdery curls; 
The willow buds in silver shine, 

For happy boys and girls. 
The little birds fly over head 

And Oh ! how sweet they sing, 
To tell the merry children here 

That once again 'tis Spring." 

LESSON OUTLINE 

I. Point of Contact: The world-garden— all was ready— for 
whom ? 

II. Two children. 

III. Made in His image. 

IV. For what ? 

V. The story of Wee Gibbie. 



OUE HEAVENLY FATHER 101 

TBE LESSON 

Point of Contact. — Have you noticed the sky to-day What 
colors did you see? Have you seen it at sunset? Are the trees 
in bloom? What about the streams these Spring days? 

STORY 

When the great world-home was ready, the Father said, 
^'Now I will finish a garden-home for my children." 

That garden was such a wonderful place that the Old Story 
cannot tell us all about it. But it tells of the green grass, the 
fields of grain, the rivers and fruit trees. Through the garden 
ran three rivers. On the banks were groves and fields of wild 
flowers. 

There were hills where sheep could find pasture, and forests 
where the goats could wander. There were trees laden with figs 
and wild olives, bushes loaded with berries, and stones and trees 
that some day would be built into homes. 

The Father said, ^ ' If my children are to be strong and happy 
they must have work. ' ' 

While the garden was being made, every day the big, round 
sun shone down upon it. Days and days the sun came up, sent 
out its beams all day, and went down again in the evening. At 
last the garden was done. 

But who would care for it? Whose home should it be? 

One morning when the sun came up in the East it shed its 
light for two happy children. Such wonderful children! The 
Old Story says that the Father had made many wonders in that 
garden, but the children were the greatest of all. Why? He 
had made them like Himself. Just how no one can tell. But 
the story goes on to say that all children are like those whom 
The Father placed in the garden ; and that some day, when you 
and I see Him in the heavenly home, **We shall be like Him, for 
we shall see Him as He is.'* 



OUR HEAVENLY FATHER 103 

To these children he gave eyes to see the sky, stones, birds, 
trees, hills, streams, and each other; ears to hear the mnsic 
of the rustling trees, the birds, the gurgling brooks, the roaring 
waterfalls, the patter of the rain, and kindly words. He gave 
them hands with which to pick the fruit, to gather the grain, 
to grind the flour, and to care for each other. He gave them 
feet with which to walk and run when they were at work, and 
when they were at play, to carry them from place to place. He 
gave them hearts for loving, and last and greatest of all — minds 
to think how and when to work, and play, and love. 

Next Sunday I will tell you the story of a boy who loved the 
world-garden, who helped with hands, feet, eyes, ears, and lips 
all whom he met. ■ 



104 OUE HEAVENLY FATHER 

LESSON IV 

The story tells of a homeless lad who loved the great world- 
garden, and was a friend to all whom he met. The teacher can 
add nature touches as the season and location suggest. 

Central Thought. — Gibbie was happy because he loved the world- 
garden, and all whom he met. 

Text. — Who giveth us richly all things to enjoy. I Timothy 6 :17. 
Picture. — The Sheepfold. Jacque. 
Song. — To be chosen by the children. 

LESSON OUTLINE 

I. Point of Contact: Stones, flowers, and grasses. 

II. The great world-garden. 

III. Two children. 

IV. Another child— Wee Gibbie. 

V. Happy, though poor. 

VI. His sorrow, yet his glad heart in the country. 

VII. The dog. 

VIII. The farmhouse and Janette. 

IX. Donald. 

X. The new home. 

THE LESSON 

Point of Contact. — These stones, flowers, and grasses remind 
me of the beautiful world-garden. Tell me of some of the things 
we see in it to-day. 

Two children came to this garden. Who can tell some of the 
things The Father gave them ? 

I have read of another child who came to our beautiful world- 
garden. His name was Gibbie — they called him Wee Gibbie. 



« 



OUE HEAVENLY FATHER 105 

STORY ^ 

Gibbie's first home was a dirty garret at tlie top of three 
flights of stairs. In the garret slept his father, who sometimes 
cobbled shoes. 

As for Gibbie, he slept wherever he happened to be, and ate 
whatever he could find. It was not often that he found anything 
in the cupboard at home. 

Yet Gibbie was happy. Every one loved his smiling face. 
As he went up and down the streets of the city, his rosy cheeks 
and laughing e^^es made friends with all whom he met. Often 
he said ^'Good morning.'' Sometimes the baker gave him a 
bun. Nights he slept among the oak husks at the meal 
mill, sometimes he lay by the furnace in a factory, and some 
nights he slept among the bags on the deck of a boat. But 
wherever he was, he was happy, so happy he ran, skipped, 
whistled, and sang. He loved even the flowers he saw in the 
windows he passed. Most of all he loved the moon and the 
stars that he had so often seen at night, watching over him. 

Without even a hat, with only an old jacket and a pair of 
ragged trousers, no shoes or stockings. Wee Gibbie was happy, 
always happy from morning till night. 

One night Gibbie's father left the garret. The next time 
the boy went there he found it closed. For a few days he 
trotted about the city among his old friends. Then he wandered 
down the river, across the bridge, and up the long road. He ran 
and walked among the grasses and flowers. At night he lay 
down in a field of sweet clover, and fell asleep under the same 
stars he had seen in the city. In the morning the first thing he 
saw was the sunshine. All around him it lay, in great, broad, 
golden beams. And the dewdrops ! Wee Gibbie had never seen 
anything like them before. He forgot to be hungry as he ran 
on in his joy. 

1. Read Sir Gibbie by George McDonald. 



106 OUR HEAVENLY FATHEE 

At noon lie came to a field of small yellow turnips. He 
gathered as many as lie could carry, and ate them as he walked 
along. The people he met were not like his friends in the city. 
Some asked him questions, but no one called him Wee Gibbie. 
With his arms full of daisies, lie was not lonely* 

Before it was dark he came to the gate of a farm yard. He 
climbed over, and found himself by the door of a small house, the 
smallest house he had ever seen. He put his head through the 
doorway ; the floor was covered with straw. Gibbie saw a chain. 
Then he knew it was a dog's house. Gibbie crept in, heaped 
some of the straw over himself, and fell asleep. In a few min- 
utes he was awakened by the barking of the dog. Gibbie put his 
head out and began barking, too, as much as to say : Here I am, 
but I love dogs, and will make friends if you will. A large New- 
foundland dog darted back, and then began barking right 
into Gibbie 's face. When he saw it was a boy, he wagged 
his tail. The next minute he walked into the kennel and lay 
down beside Gibbie. Gibbie patted him, and they were good 
friends at once. Gibbie fell asleep with his head on the dog's 
back. All night, every few minutes, the dog turned his head to 
lick Wee Gibbie 's face. 

In the morning Gibbie had a part of the dog's breakfast of 
porridge and milk. Then he left him and went on up the road. 
By this time he was well up towards the mountains. He saw 
lambs in the fields, and he could hear a river not far away. 

The next night, as the moon was coming up, Gibbie came to 
a cornfield and then to a big barn. He found a small doorway 
made for the cat to go through.^ Through this Gibbie crawled. 
On the floor was a pile of yellow corn, and in the corner some 
cornstalks and straw. On the straw he lay down. The moon- 
light came through the window; and Gibbie fell to whistling, 
which put him to sleep. 

1. The teacher can describe the old-fashioned "cat hole" that was made in many a 
kitchen door. 



OUR HEAVENLY FATHER 



107 



Early in the morning lie was awakened by the stamping of 
the horses and cattle. He crawled out through the same door- 
way. The first thing he saw was a little house built of mud, 
with a flat roof covered with straw. He could hear the lambs 
bleating not far away. Gibbie knew by the two dog kennels that 




Who giveth us richly all things to enjoy 

I Timothy 6: 17 



Jacque 



this was the home of a shepherd. Gibbie was hungry. He 
climbed up the stone steps of the hut, and knocked at the old 
door. 

^'Come alang in," said a kind voice. Gibbie pulled the 
string that came through a hole in the door, and walked in. 

A woman sat on a stool, knitting. It was a kind face that 
looked out from beneath the gray curls and white cap. The 
minute she saw Gibbie, Janette — for that was her name — arose. 



108 OUR HEAVENLY FATHER 

''You poor, wee laddie/' she said, ''and how came yon here 
all alone I" 

Gibbie looked at the woman, then at the clean floor, and the 
table partly set for snpper. He did not speak. 

But he was smiling, and his blue eyes were looking straight 
into Janette's. 

She came to him, took him by the hand, and led him to her 
stool. There he sat while she drew out a small table, put a 
platter of oat cakes upon it, carried a wooden bowl to the pantry, 
and, bringing it back filled with rich milk, set that, too, on the 
table. Then she placed a chair in front of the table, and said: 
' ' Sit ye down, little laddie, and eat. ' ' 

Oat cakes, cream, and milk! Wee Gibbie had never tasted 
anything so sweet. 

While he was eating a big dog came bounding in. In his 
mouth he carried a lamb which he had found half dead on the 
mountain. He went straight to Janette and dropped the lamb- 
kin into her lap. That night the lamb slept in a box behind the 
stove. 

Gibbie had just finished eating when the door opened, and in 
walked the old shepherd and his boy, Donald, a lad a few years 
older than Gibbie. 

Janette told them the story of how the little stranger, hungry 
and alone, had walked into the kitchen. The old shepherd took 
Gibbie on his knee, and put his strong arms around him. Donald 
went to find a suit of his own warm clothes for him to wear. 

Wee Gibbie had found friends. Janette was a mother to 
him. The old shepherd was the best father he had ever known, 
and Donald — the two boys were always together. Shepherd 
boys they were, too. Up on the mountains with their dogs and 
the sheep, caring for the lambs, reading story books, and playing 
among the grasses and flowers, Donald and Gibbie lived. In 
the great garden-world they worked, and they played. They 
were as happy as the birds that sang over their heads. 

Adapted hij F. P. E. 



''7i i^etD Commantimenr' 

SPRING SEASON 

By this shall all men know that ye are my disciples, if ye have love one to 
another. — John IS :35. 

I shall pass through this world but once. Any good thing, therefore, that 
I can do, or any kindness that I can show to any human being, let me 
do it now. — Henry Drummond. 

The greatest of these is, love. — Paul. 

All else of earth may perish, love alone, not heaven itself shall find out- 
grown. — Oliver Wendell Holmes. 

Love is the celestial breathing of the atmosphere of paradise. — Victor Hugo. 

THIS topic is to be presented in six lessons. It opens 
and closes with stories from the life of Christ. Between 
these are one development lesson and three Old Testa- 
ment stories. 
Lesson I. The story of Jesus with His disciples at the 
Last Supper. Just before leaving them and the world He gives 
to them ' ' a new commandment " : ' ' Love one another as I have 
loved you.'' 

Lesson II. Rebekah at the Well. Eebekah's courtesy to 
Abraham's servant, even before she knew his errand; courtesy 
to all whom we meet. Rebekah 's kindness to the camels. 

Lesson III. Love one another as portrayed in family life. 
Perhaps the hardest place to put Jesus' command into practice 
is in the home. 

The farmer at this season, planting his crops for the use of 
his family during the Summer, Autumn, and Winter. 

Lesson IV. Truth is often brought home by way of con- 
trast. Hagar and Ishmael, who were turned away from home, 
and left to wander in the wilderness. 

109 



110 "A NEW COMMANDMENT" 

Lesson V. David and Jonathan — a story of true friendship 
and deep love, under circumstances that appeal to the child. 
Wlien David was in danger, far from home, alone, in the wilder- 
ness, and hunted by evil men, Johnathan risked his life to come 
and comfort him. 

Lesson VI. Jesus' love for all whom He met, men, women 
and children of all nationalities and stations. Even when 
weary, after his journey, he stopped at a well and there spoke 
helpful words to a poor unfortunate woman, whom few would 
have noticed, and fewer would have helped. 



''A NEW COMMANDMENT'^ * 111 

LESSON I 

Hotie SDne anotftet 

''The religion of limnaiiity is love." 

Central Thought. — Love one another. 

Text. — "Little children ... a new commandment I give unto you, 
that ye love one another as I have loved you." John 13 :33-35. 

Picture. — Last Supper. Zimmermann. 

Song. — The old song, "Jesus Loves Me," can be used if the chil- 
dren are familiar with it. 

LESSON OUTLINE 

I. Point of Contact: The story of Jesus blessing the children. 

II. The love of Christ— for all whom He met. 

III. His love for those nearest Him, in His last days in the world. 

IV . His last supper with them. 

y. His tenderness— and his words— "Little children ... a new 
commandment I give unto you, that ye love one another as I have loved 
you." 

THE LESSON 

Point of Contact. — - 

' ' I think when I read that sweet story of old^ 
Of when Jesus was here among men, 
How He took little children as lambs to His fold, 
I should like to have been with Him then." 

If you and I could have been with Him then, we should have 
seen — what 1 

STORY 

One other day, only a little while before Jesus was going 
away. He sent two of His friends to the city to find a place where 

1. Draw the story from tlie children. 



112 



A NEW COMMANDMENT 



He could be with those whom He loved most, for a little while; 
where they could eat their Last Supper together. He wanted to 
be alone with them, to talk with them, to tell them those things 
that would help them all the days, after He had gone to be with 
The Father. 

Those two friends went to the house of another friend, and 




Zimmermann 

Little children .... a new commandment I give unto you, that ye 
love one another, as I have loved you 

John 13:33-35 

he said : ^ ^ Come to my home and let the Master bring His friends 
here.'' 

They prepared for the supper, and Jesus came with His 
friends. It was evening when they gathered around the table. 
Jesus knew that He would not be long with them. He knew, 
too, that it would be better for them that He should go to the 
Father, for He was going to prepare for them a far more beau- 



''A NEW COMMANDMENT" 113 

tifiil home than any in this world ever could be. Yet He was 
sorry to leave them. They were His children. They had 
worked with Him. He loved them, and they would be lonely 
when he was away. 

As they gathered around Him, perhaps they wondered what 
He .would say. 

He told them He would not be long with them ; that He was 
going to be with The Father, to prepare a place for them, where 
thej^ could come to be with Him. 

Then He said, speaking softly and with great tenderness in 
His voice: "Little children, a new commandment I give unto 
you, that ye love one another, as I have loved you.'' 



114 "A NEW COMMANDMENT'^ 

LESSON II 

at ^ome 

The subject to-day is one that is vital to the happiness of 
every child. 

A\^ien one enters a home where children dwell, and tries 
to help them to start aright, so that in after life brothers and 
sisters will be more and more helpful to each other, one feels 
like saying: ^'Put off thy shoes from off thy feet, for the place 
whereon thou standest is holy ground. ' ' 

Central Thought. — How to love. 

Text. — Little children . . . love one another. John 13 :13. 
Picture.— The Planters. Millet. 

Song. — The Family Song, from the Mother Play Song Book by 
Emilie Poulsson, is suggested. 

LESSON OUTLIXE 

I. Point of Contact: Fathers and mothers. 

II. A story picture. 

III. The sister. 

IV. The three brothers. 

V. Individuality. 

VI. What it means. 

VII. How we must use and care for it. 

THE LESSON 

Point of Contact. — Wlio can tell me what mother is doing 
these days? Sewing for Summer — for whom! 

What is the farmer doing? Let us look at our picture. 
Planting the crops, getting his garden ready, to have food on 
the table all Summer for some one whom he loves. 



"A NEW COMMANDMENT" 115 

Note to Parents. — It is sad, but often too true, that girls and boys reared in 
the same home, when grown to womanhood and manhood, go each his own way, looking 
for love and comfort to those who are not so closely related. Why is this? 

This is a momentous question, and one that would change many a life if only its 
answer could be such that first habits would develop that love and admiration, that 
consideration for others, that mean peace and l^ippiness in later life. 

The writer would not attempt to answer the question, but two points she would 
leave with you — 

First: Brothers and sisters should never be allowed to dictate to one another. 
This is a habit that is sure to cause feelings of injustice, jealousy, and in time„ 
perhaps, hatred. 

Second : If we are to be helpful and loving, if we are to make friends, and grow 
sweeter as we grow older, we must often bend our wills to meet the convenience of 
other people. This is one of the hardest lessons that life has to teach. To step 
aside, to wait to see another making his own decision, to try to help him to carry it 
out, even when it is not our way, and may inconvenience us, this is Brotherly Love. 

It is a delicate line that marks the border between interest and meddlesomeness. 
So delicate is this line that advice should only be given when asked. 

Every child, whether the oldest or youngest, should realize that each life has 
been given its ovm mind and judgment, by The Father, WTio made these gifts to the 
Individual for his special use; that he has no right to decide questions for others, 
or to thrust his opinions or judgment into plans that belong to another. To teach 
this is a vital duty of parenthood. A time comes when even parents can be more 
helpful by watching the trend of gifts and inclinations, and guiding, rather than 
mapping out the path. 

It was a natural boy who said: ''Papa, when you say 'must' it makes me feel 
'won't' all over." 

STORY 

(Development Lesson)* 

Sometimes when I close my eyes there comes to me snch a 
beautiful picture. I see a little sister and lier two small brothers. 

She hasn^t golden hair and a beautiful face, but straight, 
short hair and a plain face, a soft, gentle voice, a quiet step, a 
glad smile, and feet and hands that are splendid helpers. 

Her voice chooses such sweet words to use! So often it 

1. This lesson gives the teacher a broad margin for enlarging upon the story, to meet the 
needs of her class. The one point to keep in mind is individuality — the child's gifts, his rights, 
arid his hopes for the future. 



116 



A XEW COMMAXDMEXT 



uses the word ^ Vill. ' ' I have never heard it say to the brothers, 
^'Get my sled for me," or '^ Don't yon dare tonch my dolls." 
It says: ''Brother, will yon please help me with the sled?" and 
Yon will be good to my dolls while I am gone, I know." 




Little children 



love one another 



Millet 



Jesus 



What abont the brothers? They are real boys, and some 
days are not qnite as happy as others, to be sure. But they 
never boss each other. When they do not agree they just let 
each other alone. At such times, each plays with his own things 
by himself, and John will say: ''That's all right, it's more fun 



''A NEW COMMANDMENT'' 117 

that way. You see, William wants to play liis way, and mother 
thinks his way may be the best way for him, and I want to play 
my way. She says that is the way I should play sometimes. 
That is why, when we get to be men, John is going to be a 
doctor, and I want to be a storekeeper. I tell you, mother 
knows us boys to a T." 

(From this point question the children as to their individual 
tastes, and show them that each must let the other work out his 
own plans both in work and in play. Try to help the children 
to begin to see that great truth, that ideals and tastes are God- 
given, that they are some day to give to us each the opportunity 
to choose the work he can do best.) 



118 ''A XEW COMMAXDMEXT" 

LESSON III 

Eebefeaft anD tfte ^ertiant 

The story to-day gives the children a beautiful picture of 
Oriental cnstoms, combined with Eebekah's courtesy to the 
servant, who was a stranger, and of her kindness to the camels. i 

Where there is room in the heart, there is always room in 

the home. — Moore. 

Kind words produce their own image in men's souls. j 

— Pascal. m 

Central Thought. — Rebekah's kindness. 

Text. — And when she had done giving him drink, she said, I will 
draw water for the camels also, until they have done drinking. 

Genesis 24:19. 
Picture. — Rebekah at the Well. ]Mnrillo. 
Song. — Spring. 

LESSON OUTLINE 

I. Point of Contact: AYater. 

II. Oriental wells. 

III. To-day's picture. 

IV. Rebekah. 
Y. The servant. 
YI. Her kindness to a stranger. 
YII. Drawing water ' ' for the camels also. ' ' 
YIII. Hospitality. 

IX. The servant's story. 

X. His errand. 
XL Rebekah's answer. 
XII. The young master loves her. 



"A NEW COMMANDMENT" 119 

THE LESSON 

Point of Contact. — A glass of water. 

Have you ever tliongiit how beautiful the clear, cold water 
is? Have you thought how much water we use in our homes 
every day, and how easily we get it? 

This glass of water reminds me of a picture.^ 

STOBY 

The young woman whom you see with the pitcher could not 
get water as easily as we do in our homes. In the country where 
she lived water was not as plentiful as it is here. It was 
drawn from wells, like the one you see in the picture. In some 
parts of that country the wells were far apart, and very deep. 
The women used to take their tall jars, or pitchers, on their 
heads, or shoulders, and go to the wells morning and evening 
to draw water for the family. Sometimes the well was in the 
center of the town, and the women would rest and visit, waiting 
their turns to fill their pitchers. 

The young woman in the picture — the one with the pitcher — 
is Eebekah. Her home was probably not far from the well. 
There she lived with her m_other and father, a brother, and 
perhaps sisters. Twice every day she came to the well for 
the water which she carried home to use for cooking and 
washing.^ 

Late one warm afternoon, as the sun was going down in the 
west, Eebekah went to the well to fill her big pitcher. It was a 
deep well, and she had to let the pitcher down with a long rope 
made of camels^ hair. It was hea\^ to pull up full of water. 

She had just come to the well when she saw down the road 
an old man coming with a long line of camels. His robes were 

1. Pass the cards. 

2. The teacher will be interested in reading the many Bible references to these wells, and 
the descriptions of them as found in Bible dictionaries, and other commentaries. 



120 



A NEW COMMANDMENT 



covered with tlie yellow dust of the desert, and she knew by the 
camels that he had come a long way. She saw one of the camels 
kneel so the man could step off, and she saw him coming toward 
the well. 

That old man was a servant. He had been traveling for days 




Murillo 

And when she had done giving him drink, she said, I will draw water for the 
camels also, until they have done drinking 

Genesis 24:19 

and days. He had come from a far countrj^. Now that it was 
evening he had stopped at the well for water for himself and 
the camels. He was tired: he was far from home. He thought: 
I will ask the woman to give me a drink from her pitcher. He 
said : ' ' I pray thee, give me a little water of thy pitcher. ' ' 

Genesis 24:17. 



''A NEW COMMANDMENT" 121 

What was her answer? Did she turn away, saying, ^'It's 
hard work to draw water, and I am tired to-night. '^ 

This was her answer : ' ' ' Drink, my lord, ' and she hasted and 
let down the pitcher upon her hand, and gave him a drink ; and 
when she had done giving him drink she said, ^ I will draw water 
for the camels also, until they have done drinking.' '' 

Do you know how much water a camel drinks ? Many 
pitcher fulls. 

Eebekah must have been willing to let her pitcher down into 
the well, and to draw it up, again and again. 

^'And she hasted and emptied her pitcher into the trough, 
and ran again unto the well to draw water, and drew for all the 
camels." 

^'And the man, wondering at her, said, tell us, I pray thee, 
is there room in thy father's house for us to lodge to-night!" 

She said : ' ' There is room for you and straw and provender 
for the camels." 

So the servant went to her home and there spent the night. 
He saw Eebekah helping her mother with the supper and break- 
fast. He saw her grinding the flour for bread, and helping her 
brother in the fields. 

The servant told Eebekah and her people a story — it was 
about his young master. Now he had no mother to help and 
to care for him. She had gone to the heavenly home. The 
young master and his old father lived alone. They were lonely 
and sad. 

What do you think that old servant asked Eebekah 's people? 

If they would let her go with him all the way back to his 
master's home, to help them, as he had seen her helping at the 
well, and about the house and field. 

How could they spare herf They would call her, and see.^ 

1. Genesis 24:57. 



122 ''A NEW COMMANDMENT ' ' 

And they called Eebekah and said unto her, *^Wilt thou go 
with this manf 

They told her how she was needed, how there was no woman 
in that far-away home to care for the young master and his 
father. 

She said: ^^I will go." 

So Eebekah went all that long way. She became the young 
master's wife, and ^^he loved her.'' Genesis 26:67. 



'A NEW COMMANDMENT '' 123 



LESSON IV 

Bfimael anD hi^ Q^otfiet 

Trutli is often brought home more forcibly by way of 
contrast. 

The lack of consideration shown to Hagar and Ishmael by 
Abraham and Sarah is a striking picture when compared with 
the gentleness of Christ, and the love and hospitality of Rebekah. 

What is religion? Tenderness toward all creatures. 

*' Inasmuch . . .'' 

He that is without sin among you, let him first cast a stone 

at her. John 8:7. 

^'Love sutfereth long and is kind.'' 

Central Thought. — Love one another as I have loved you. 
Text. — Little children ... a new commandment I give unto you, 
that ye love one another. Jesus. 

Picture. — The Casting Out of Hagar. Van der AYerff. 
Song. — Spring. 

LESSON OUTLINE 

I. Point of Contact: Journeys. 

II. Home life. 

III. Abraham, Sarah the mistress of Hagar, Isaac, and Ishmael. 

IV. Abraham 's and Sarah 's cruel treatment of Hagar and Ishmael 
in casting them out. ■ _ . 

Y. Their sufferings. 

VI. The Heavenly Father's care over them. 

VII. Ishmael becomes a strong man— an archer. 

THE LESSON 

Point of Contact, — Have you ever been on a journey? Why 
did you go? To have a good time, perhaps, and to be with 
friends. Were you alone? 



124 



'<A NEW COMMANDMENT' 

8T0EY 



I know of some one wlio went on a jonrney, off toward the 
desert. No friends went witli lier, only lier boy who needed her 
care ; and no friend wonld come out to meet them. 




"Little children 



Tan dcr Wetr 

love one another" 

Jesus 



Her home had been a beautiful tent, for her master and 
mistress were rich. Their home had been hers, and her boy's. 
Their son and her boy were playmates together. 



''A NEW COMMANDMENT" 125 

But one day the master, or raistress, came to her and said: 
^'Hagar, you and Ishmael (that was her boy's name) must leave 
us forever.'' 

Hagar could not believe it. Leave her dear master, whom 
she loved, and the home where they had lived for long years ? 

^'Go !" said the master. 

Had she helped her master and done his work well! They 
had drawn the water, prepared the meals, worked in the fields, 
and done many things to try to make the home happy. 

Hagar pleaded to stay. But Sarah, her mistress, straight- 
ened herself up and pointed her finger off toward the desert. 
Perhaps she was angry — and mistakes — do people make mis- 
takes when they are angry I 

Sarah said, ^'Go!" So the master gave her some bread 
and a bottle of water — the bottle was made of goat skin — and 
putting it on her shoulder (Genesis 2i:i4) he "sent her away." 
Since they felt that it was not best for her to be with them, they 
might have given her food, clothing, and a home apart from 
their own. 

I wonder if they were happy when she was gone 1 I wonder 
how they felt when they thought of her, journeying, all alone 
with the boy, walking in the hot sand by day, and sleeping under 
the stars at night. They never heard of her again, — did thejV 

By and by Hagar and her boy reached the desert ; no trees, 
no wells, no tents, no friends — and the water was gone. 

Yes, there was One Friend, the Friend Who is always near 
when we ask Him. 



Can you see the mother as she sits on the hot sand?^ The 
boy is sick now; she fears he may die. No water, no food, no 
home. The boy is growing weaker and weaker; Hagar says, 

1. Pause here, until the children ask for the rest of the story. 

2. The remainder of the story is put in the present tense to make it more vivid. 



126 ''A NEW COMMANDMENT '» 

^^He will die.'' She comforts Mm, lays his head in her lap, 
and shields him with her cloak. When he cannot speak with her 
any more, because of his weakness and thirst, she lays him 
down in the shade of a little bnsh. 

The old story says: ^^And she went and sat her down over 
against him, as it were a bow shot, for she said, ^Let me not 
look upon the death of the child,' and she lifted np her voice 

and wept." Genesis 21 :16. 

Then Hagar remembers the Father. Can He be here in this 
hot desert I She looks at the bine sky. *^Does He love me and 
my boy?" she whispers. She sees the sun go down in the West. 
(Travelers tell us that, in the Eastland, sometimes the colors in 
the clouds at sunset are even more beautiful than here in Our 
Land.) 

She asks The Father to help her, and to help the boy, help 
them both to ^^be strong and of good courage." 

Do you think that He does? Yes, a voice comes to her. Is 
it that voice in her heart that sometimes speaks to us all? The 
one that tells us when we do right? 

Hagar looks up, for the voice seems to say, *^ Don't sit 
there and cry when you can help. Eun to the lad, lift him up ; 
he is going to live ; some day he will be a great and a good man." 

She stands up, and what do you think she sees? A well of 
water. 

The old story goes on to say: *^And she went and filled the 
bottle with water, and gave the lad drink." Genesis 21:19. 

*^And God was with the lad," and he lived. 

**And he grew," and practised with his bow and arrow until 
he was a splendid archer. When he grew to be a man he was a 
great soldier. 



''A NEW COMMANDMENT'^ 127 

LESSON V 

DatiiD anD 3fonat|)an 

Among the Old Testament stories none lias touched the 
hearts of its readers more deeply than the story of Da^dd and 
Jonathan. It portrays the rare proof of Jonathan's love for his 
comrade. 

David, who had come to Sanl as a shepherd boy with his 
harp, had nndonbtedly spent many happy days in comradeship 
with the King's son. Now, when the King seeks his life, the 
boy friend risks his own to come to David and assnre him 
of his love and sympathy. It was a great risk for perhaps a 
few minutes in which to see and talk with Jonathan. What did 
it mean ! For what did it stand ? 

It stood for one of the greatest proofs of friendship that 
the world has ever known. 

Jonathan had nothing to gain but everything to lose in the 
risk. He had plenty of time to weigh well the step he was tak- 
ing. His capture, if detected in helping his friend, whom the 
King was hunting to kill, would probably have meant death. 
Nothing but a decree from the King could have saved him, and 
the state of SauPs mind at that time would hardly have made 
that probable. 

In the face of all consequences, Jonathan leaves his royal 
home and his loved ones ; steals his way into the wilderness, 
to see David, to say to him: "Fear not"; (i Samuel 23:i7), to 
assure him that The Father is with him, that all will yet be 
well, and that the time will come when they can be together 
again. 

Central Thought. — The test of Jonathan's love. It rings true. 



128 ''A NEW COMMANDMENT'^ 

brother man ! Fold to thy heart thy brother : 
Where pity dwells, the peace of God is there ; 

To worship rightly is to love each other, 

Each smile a hymn, each kindly deed a prayer. 

' ' -^John Greenleaf WJiittier. 

Text. — And Jonathan . . . went to David into the wood, . . . 
and said unto him, Fear not. I Samuel 23 : 17. 
Picture. — David and Jonathan. Dore. 
Songs. — Prayer, and Spring. 

LESSON OUTLINE 

I. Point of Contact: Woods. 

II. The wilderness. 

III. A young man alone in the wilderness. 

IV. Hunted by cruel men. 

Y. Who was the young man ? 

VI. The same who fought Goliath,— David the Sweet Singer, who 
played for the King. 

VII. The King's son. 

VIII. Jonathan comes to him. 

IX. True love. 

X. Their covenant. 

XI. Jonathan leaves him. 

XII. They meet again. 

THE LESSON 

Point of Contact. — Have you ever been to the woods to gather 
wild flowers? 

Perhaps you have been among the trees in some park, where 
there were woods as far as you could see. Shall I tell you of 
some one who went to the woods! 

Note. — Sing the songs with spirit. Spring days should be joyous ones. These 
should be May days in the heart. 



A NEW COMMANDMENT 

STORY 



129 



These woods were out on the hills. Among the great trees 
were rocks and tangled thickets. Wild beasts, birds and insects 
made their homes there. Among the trees were deep valleys, with 
caves and pits. In the rainy season, swift mountain streams 




Dore 

And Jonathan .... went to David into the 
wood .... and said unto him, Fear not 

I Samuel 23:17 

went tumbling through the valley, leaving little waterfalls and 
brooks behind. 

"Would you think this a dreary place to live? 

In Summer, when the olives were ripe, the almond trees 

9 



130 ''A NEW COMMANDMENT ' ' 

in bloom, the myrtle on the hills, and perfume from many 
wild flowers filled the air, it might be pleasant to rest in the 
sunshine, to hear the songs of the lark, the cuckoo, and even the 
coo of the gentle pigeon. 

One day a young man was sitting on a rock at the entrance 
of a dark cave. He was tall and straight, his face brown with 
sunburn, his hands and feet rough and scratched from sharp 
thorns and bushes, his long robe soiled and torn. His face was 
sad, and his heart filled with sorrow. He knew that any moment 
savage men might fall upon him— they were hunting to find him. 

Can you tell me the name of this lonely man? 

Once he was a Shepherd Boy. It is the same who fought 
the giant, the Sweet Singer who sang, and played on his harp for 
the King. 

Now that very King was hunting to take the Sweet Singer's 
life. "Wliy! Because David was brave and good, and the peo- 
ple loved him so much that King Saul feared they would want 
the Shepherd Boy for their King. 

David had slept all night in that cave, and his breakfast was 
probably nuts, melons, wild honey, and water. 

Suddenly a few pebbles rolled down the cliff. The bushes 
were parted, and another young man rushed down and threw 
his arms about him. 

It was Jonathan, his boyhood friend, the King's own son. 
No one must see them together. Perhaps they went into the 
cave, and Jonathan said, ^ ^ Oh, David ! I have longed to see you ; 
I have pitied you so. Fear not, the Father is with us and no 
harm shall come. Be strong, all your troubles will flee before a 
strong heart, they will go down as Goliath went down. Some 
day you shall be King, and we will live in the palace together. ' ' 

Then Jonathan took David's hand, and said, **I will be your 
friend as long as you live; robbers may seek you, but I will 
stand by you to help all the years." 



''A NEW COMMANDMENT'' 131 

Jonathan had to flee, for David would not have him stay and 
risk his life longer. 

Did David feel better? Was it a comfort to have his friend 
come? 

Such a comfort that David was able to stand against all the 
Kjng's men. 

Jonathan's words came true. David was King, and Jona- 
than was with him again. They were strong men together. 



132 ''A NEW COMMANDMENT'' 

LESSON VI 

Cfie 90a0tet 

The lesson to-day is a series of word pictures, showing 
the love of The Master. All His life He ''went about doing 
good." Life for Him was one constant round of "doing for 
others.'' The New Commandment, which He left with the 
world, He toiled with unceasing care to fulfil, every hour in the 
day, and many long nights. Thirty-three years — Wliat did He 
do for Himself? No home, no money ^ — just love, given for the 
welfare of others, — sinners, beggars, the old, the young, rich 
and poor, men, women, and children. 

Abou Ben Adhem 
Abou Ben Adhem— may his tribe increase !— 
Awoke one night from a deep dream of peace, 
And saw within the moonlight in his room, 
Making it rich, and like a lily bloom, 
An angel writing in a book of gold:— 
Exceeding peace had made Ben Adhem bold, 
And to the presence in the room he said, 
*'What writest thou?"- The vision rais'd its head, 
And with a look made all of sweet accord 
Answer 'd, ' ' The names of those who love the Lord. ' ' 
''And is mine one?" said Abou. "Nay, not so," 
Keplied the angel. Abou spoke more low. 
But cheerily still, and said, "I pray thee then, 
Write me as one that loves his fellow-men. ' ' 
The angel wrote and vanished. The next night 
It came again with a great wakening light 
And showed their names whom love of God had blest, 
And lo ! Ben Adhem' s name led all the rest. 

— Leigh Hunt, 



'^A NEW COMMANDMENT'' 133 

Central Thought. — Behold, how He loved ! 

Text. — Little children ... a new commandment I give unto you, 
that ye love one another, as I have loved you. Jesus. 
Picture. — The Woman at the Well. Hofmann. 
Song. — Prayer. 

LESSON OUTLINE 

I. Point of Contact: Mother. 

II. The carpenter's Son— Jesus. 

III. The children. 

IV. The sick. 

V. The widow of Nain. 

VI. She touched the edge of His garment. 

VII. The woman at the well. 

VIII. Go, and sin no more. 

THE LESSON 

Point of Contact, — Does father sometimes ask you to help 
him? 

STORY 

I know of a Boy whose father was a carpenter. The Boy 
helped him in his shop. It was in the Eastland long years ago. 
Then carpenters had only a few rough tools ; — perhaps the Boy 
brought him his tools, and nails ; perhaps He cleared away the 
shavings. 

He helped his mother, bringing the water, grinding the flour 
in the little mill. Wlio was this Boy! 

When Jesus grew older He helped with the carpenter work, 
earning money to buy the corn for flour. Perhaps He helped 
His brothers and sisters. We are told that Joseph went to 
heaven when Jesus was a boy. Then Jesus went into the vil- 
lage, and out on the farms to build barns and sheepfolds, to fix 
the houses, putting on a board wherever a board was needed. 



Hofmann 

Little children . » a new commandment I give unto you, that ye love 
one another as I have loved you 

Jesus 



''A NEW COMMANDMENT" 135 

But a day came when He tlioiigiit, ^'Otliers can do the car- 
penter work; I have a greater work to do.'' 

Can you tell me a few of the things He did? 

How did the children know that He loved them? 

How did the sick know that He wanted to help them! 

.Do you know the story of the blind man who sat at the gate 
of the city, of how Jesus stopped, laid His hand on his eyes, 
and lo ! he could see ? 

Another day, as He and His helpers were journeying they 
met a woman, whose only boy had just died. She was sad and 
alone; her husband, too, was in heaven. Jesus pitied her. 
What did He do f He went to the child, spoke to him, took him 
by the hand, and lo ! he arose ! Luke 7:ii-i6. 

Again, when a great crowd was following Him, a woman who 
had been sick for long years crept close to His side, and touched 
the edge of His garment. She had heard how He healed people. 
She knew if she could touch Him it would make her well. 

Jesus felt her touch, He turned, saw her, and spoke such 
kindly words that she loved Him the more. Lo, she was well ! 

Another day, after a long journey, when He had climbed the 
rough, steep path over a dusty road, and had sat down to rest 
on the stone steps of a well, while His helpers went to buy bread, 
a woman came to the well with her pitcher for water. 

Jesus was tired, dusty, thirsty; he said: ''Give me to drink." 
The woman was not willing. Wliat did He do 1 Speak unkindly 
words to her! 

Though she was an unkind woman, and not even willing to 
give Him a drink of water, when He had no pitcher with which 
to draw it for Himself, He spoke in His gentle voice such kindly 
words that the woman wondered. He told her how He wanted 
to help her and her friends. 

She was sorry for the unkind deeds she had done, and Jesus 



136 ''A NEW COMMANDMENT" 

forgave her. When she left that well she began right away to . 
be a truer and a better woman. 
Shall we say our old prayer? 

^'Help ns to do the things we should, 
To be to others kind and good."^ 

Let the piano sing it softly first. Are the feet ready? The 
hands? The eyes? 

Sing the prayer softly. 

1. See the first year's course. 



SUMMER SEASON 

This is the study where a smiling God 
Beholds each day my stage of labour trod, 
And smiles, and praises, and I hear him say: 
The day is brief: be diligent in play. 

— Bohert Louis Stevenson. 

PLAY is a part of cliildliood. 
The schools are closed, and the next few weeks will 
be devoted to all kinds of recreation. The topic has 
been chosen with the thought of helping the children 
to put the right spirit into their play. 

The game, whatever it is, is for mutual pleasure; however, 
it is often spoiled by the constant disagreement of those who 
participate. 

The children ^^fuss,'' and the discussion has to be settled by 
an outsider. 

Why? The cause is sometimes an inclination not to play 
fairly. Children pass through a period when their desire to win 
seems to make it most difficult to practise what they really know 
to be fair to the opponent. To play, to be in the game, is as 
natural to every child as his breath. It is most essential that 
he be induced early to overcome every tendency toward cheating, 
or infringing on the rights of another in any way. Upon this 
depends his future character. 

Lighter topics and stories have been chosen for the Summer 
Season. 

This topic will be presented in three lessons. 

137 



138 PLAY 

Lesson I. Vacation. A talk with tlie children. Pleasures 
of Summer. Eeminiscences of childhood. 

Lesson II. The new boy. A beautiful home and the boy 
who did not play fairly. Deserted by the other boys. 

Lesson III. New games. A brother and sister. Their visit 
from an uncle and aunt. How the work was made easy by new 
games. 



PLAY 139 

LESSON I 

l^acation 

He is ricli or poor according to wliat lie is, not according to 

what he has.— Henry Ward Beecher. 

To every boy and girl comes the temptation not to play fairly. 
To play skilfully is one of the things that makes any game worth 
entering. To play fairly, from start to finish, is the only thing 
that makes it worth while for your opponent. This is a point 
that must be tactfully woven into our Sunday School work. 

Central Thought.— Play fairly. 
Text.— "Do that which is honest." 
Picture. — At the Lake. Eddis. 
Song.— "Praise Him! Robin." 

' ' I will praise the Lord for the early morning sun, ' ' 
Sang the thankful little robin on his nest, 

'*And the soft black night when the happy day is done, 
And all the sleeping birds go to rest. ' ' 

LESSON OUTLINE 

I. Point of Contact: Play.^ 

II. Two girls. 

III. The playhouse. 

IV. The "see-saw." 

V. Three boys. 

VI. At the lake. 

VIL ''Hide and seek.'' 

THE LESSON 

Point of Contact. — Vacation is here and you have plenty of 
time to play. Tell me about some of your games. 

1. A friendly talk with the class will do much to pave the way for the topic. Learn of 
their games, and what "fair" means to the children. 



140 PLAY 

THE LESSON 

Point of Contact. — Are yon glad vacation is here? What 
are yon planning to do these Snmmer days I 

One of the best things in the world for children to do in the 
Summer is to have a good time. Fun will help you to grow, and 
joy will make you strong. 

STORY 

I know of two little girls who had a playhouse under a big 
willow tree. The cook stove was built of bricks, and the cup- 
board was a box filled with pieces of dishes. Mud pies were 
baked every morning, and the brown cakes were frosted with 
wliite plaster. 

When the work was done, each would take her seat on one end 
of the wide board that ran through the fence. Singing 

*'See, saw, up and down, 
I can see all over town," 

as they went up and down, what a fine time they had! 

Eainy days there were paper dolls to be dressed, and tea 
parties in the playroom. 

Across the way lived three boys. They had express trains 
and boats. To sail these boats without getting wet was not 
easy. The best fun was when father took them to the lake. 
With their bathing suits, and father to help, the water might 
fly, and the boats float, or tip over. 

The sand! With pails and shovels they made hills, creeks, 
houses, castles, railroads, and even merry-go-rounds. The pic- 
ture to-day shows one of the children with a pail and shovel. 

Did you ever think how many ways you can play? 

I have seen two children cutting pictures with one pair of 
scissors. Of course, they had to take turns. Was that always 
easy? While one cut the other pasted them into a book. 



PLAY 



141 



Who lias a sand pile! Are there always shovels enough to 
go around? 

When you play hide and seek, it is hard sometimes to hide 
the eyes tightly till all are ready, and not to peek once. 




Eddis 



'Vacation 



Tell me some of the games you play, and the kind of boys 
and girls with whom you like to play bestT 



1. The teacher can go on with this thought if there is time. 



praise Him! IRobin* 



W. E. H. 



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143 



144 PLAY 



LESSON II 

Cfie JI3eto T3op 

Turn the sunny side of things to hnman eyes. 

— Mary Howitt. 

^^ Happiness, like virtue, is acquired by practice.'' 
To-day the story lesson is a talk of good times and vacation. 
It leads to the thought of next Sunday's story of playing fairly. 

Central Thought.— Play. 

Text. — Make merry and be glad. Luke 15:32. 

Picture. — In Summer. Le Jeune. 

Song. — Praise Him! Robin. 

''Robin redbreast swung on the very highest bough 
Of a tree that rocked and rustled in the breeze, 
And he loudly sang, ' I will praise the dear Lord now, 
I'll praise him for the great, green trees.' " 
Chorus : 

' ' Praise Him ! Robin, praise Him, Robin, 
Thanking the Lord on high : 
Sing your loudest, sing your proudest, 
Under the bright blue sky. ' ' 

LESSON OUTLINE 



I. 


Point of Contact: Vacation.^ 


11. 


Three boys. 


III. 


The new boy. 


IV. 


Croquet. 


V. 


Tennis. 


VI. 


Alone. 




THE LESSON 



Point of Contact. Do you play games in vacation 

1. It is suggested that the teacher use stories of her own childhood. 



PLAY 



145 



STORY 
John, Henry, and Cliarles nearly always played together. 
At the other end of the street was a large stone house, with 




Le Jeune 



Make merry and be glad 



Luke 15:32 



a lawn, fountain, and stables. It was the finest house in the 
neighborhood. 

Whenever the boys passed it they thought what a yard that 
would be for kite flying and ball. One day, as they were hurry- 
ing down to the ball ground, they saw a small boy swinging on 
the gate of the big yard. 

10 



146 PLAY 

That evening at snpper Henry's mother said: *'Mrs. Brown" 
— it was Mrs. Brown who lived in the big house — ^^was here 
to-day. Her little nephew has come to stay with her all sum- 
mer, and she wants you to bring John and Charles over to play 
with him." 

Henry could not sleep that night until he had told his friends 
about it. The very next day, when school was out, the three 
chums marched bravely over to meet the new boy. They found 
him setting up a new croquet set on the green lawn. He did not 
know a boy in the town, and he was overjoyed to have some one 
with whom to play. 

Harold, for that was his name, invited them to begin the 
game right away. 

At first all went well. But when the game was about half 
played the three old friends would now and then look at one 
another as much as to say: "Is that all square?" 

More than once they noticed that when Harold had finished 
a strike, his ball was not in position, but when his turn came it 
was in front of the arch. It happened so often that they 
watched, and saw him slyly push it along with his foot. 

Harold beat the game. No sooner was it finished than 
Charles suggested that they play something else. 

They tried blind man's buff. Harold's turn came last. He 
made a fuss, lest the handkerchief might be too tight. When 
it was fixed to his taste it was as plain as plain could be that he 
could see from under one corner. This was too much for the 
boys. Henry said what he thought: "Look here, you're a new 
boy, and we were going to be friends with you, but if you cheat 
I'd rather go home." 

The others motioned him to keep quiet till the game was done. 
Then they took their hats, and went home. 

On the way they agreed not to tell at home that the new boy 
had cheated. They also agreed not to play with him again. 



PLAY 147 

Several days when they passed his yard they saw him alone. 
He always called to them, and asked them to come in. But they 
went to play by themselves. 

One afternoon they saw two boys from another street in the 
big yard. They had a new tennis set, and the balls were flying- 
back and forth over the net. 

A few days later they met those same boys down by the creek. 
They were fishing with their sisters, as yon will see them in the 
picture to-day. 

The boys laughed when they met, and by the looks in their 
faces they knew they wanted to say something about the new 
boy and the game of tennis. At last some one asked, ^' Going 
to play tennis to-morrow?'' That was enough. 

' ' Not much. I 'd rather go fishing than play with a boy who 
cheats. If he can't play fairly, let him stay in the big yard by 
himself. ' ' 

That was just what he did all summer long. 

Other boys came to play, but not a boy ever went twice. 

There was the big yard, the fountain, the tennis net, and the 
balls. 

All up and down the street were small yards, and children at 
play. In the big yard the boy was alone. Some one asked why. 

Not a boy told. Among themselves those boys cast long 
glances that said plainer than words: '^He cheats." 



148 PLAY 

LESSON III 

(Same0 

^^ Happiness, like virtue, is acquired by practice.'^ 
To-day's story may prove helpful to the children who are 
spending their vacations at home. 

Central Thought. — Pleasure in work. 
Text. — Make merry and be glad. Luke 15 :32. 
Picture.— The Butterfly Chase. Hardy. 
Song. — Praise Him! Robin. 

' ' So the robin sang his thanksgiving to the Lord, 

For the joys that came each bright and happy day. 
Should not children praise Him louder than the birds? 
For many greater joys have they." 

LESSON OUTLINE 

I. Point of Contact: Company. 

II. The expected guests. 
HI. Their arrival. 

IV. Dishes and bed time. 
y. Another day. 
VI. Its surprises. 
Vir. AVork made play. 

VIII. The dog. 

IX. The visit closes. 

THE LESSON 

Point of Contact. — Do you like to have company come? An 
uncle and aunt perhaps! So did the boy and girl in our story. 



PLAY 
STORY 



149 



Uncle George and Aunt Hattie would be there for supper. 
They were coming on the afternoon train. The best room was 




"Make merry and be glad" 



Luke 15: 32 



ready; there was a tall cake in the pantry, and the table was 
spread with fresh linen. 

The children, Helen and Donald, were in a wild state of 
ecstacy. They did not want to go to school that afternoon, and 



150 PLAY 

it was hard to think of lessons ; but the lessons once over, they 
knew when they reached home who would be there. 

Sure enough, they had come! It was a happy brother and 
sister who rushed up the walk and into the arms of the uncle 
and aunt. And there was so much to tell. Santa Claus had 
been there twice since they had seen them; there were new 
flower beds ; and the playroom. 

Supper came so soon that no one was ready. Helen and 
Donald ate slowly, for they knew their work was to do the 
dishes, and after dishes came bed time. 

When supper was over mother gave them the nod that meant 
so much. Their happy faces suddenly became long, and a pout 
came on Helen's lips. 

This was why mother closed the dining-room door when they 
went in to the other room. She told Aunt Hattie how the 
children had grown tired of doing the dishes and other things 
that helped her and father. 

The next day those children never forgot. All their work 
was suddenly made into play. 

"When Donald started for the coal hod, along came Uncle 
George, saying : "All aboard for the mine ! The coal train starts 
in a minute! I'll be the engine and you be the car that carries 
the load. Toot, toot, chu, chu!" and Uncle George was on the 
way to the stairs. 

When Helen went to wash her dishes, on the wall, above the 

sink, was pinned a new paper doll. On her white apron was 

written: ^r i . i 

'^You have my best wishes, 

In washing the dishes: 

When they are done. 

Prepare for the fun." 

Those dishes did not take long. 

The next day, above the sink was pinned a new dress for the 



PLAY 151 

doll; the next day, a bonnet; and tlie third day, a cloak. 

Bed time, too, was made easy. Uncle George told them a 
war story; and then Aunt Hattie played a gay tune while they 
marched off to bed. Uncle went ahead, up the stairs, with his 
hands folded behind him like a knapsack. Up and down the hall 
they marched till the music stopped, when they flew off to bed. 

When the last day of the visit came the children were sad, 
but just before train time in came the uncle with a small black 
and white dog, '^He's for you both to play with after we go." 

The children were so surprised that not until the last minute 
did Helen remember the flowers in her flower bed, saved for days 
for Aunt Hattie to take home. 

She flew down the path, the dog after her. There was only 
time to say ' ' Good-bye, ' ' and to throw a big kiss, and the carriage 
was gone. In the picture we see Helen with the dog and the 
flowers. 



#apptne00 



Power dwells with cheerfulness. — Emerson. 

Laughing cheerfulness throws the light of day on all around. — Richter. 
The happiest heart that ever beat, 

Was in some quiet breast, 
That found the common daylight sweet, 
And left to heaven the rest. 

— John Vance Cheney. 

JUSTICE WALTEE LLOYD S]\IITH, of tlie Supreme 
Court, brought with hiiQ to a dinner of the New York 
L'niversity Law School Association what he said was the 
most remarkable document that ever came into his pos- 
session, — the last will and testament of Charles Lounsbury, 
who died in the Cook County Hospital, at Dunning, 111. Here 
it is : 

*'I, Charles Lounsbury, being of sound mind and disposing 
memory, do hereby make and publish this, my last will and 
testament, in order as justly as may be to distribute my interest 
in the world among succeeding men. 

^'That part of my interest which is known in law and recog- 
nized in the sheep-bound volumes as my proi3erty, being incon- 
siderable and of no account, I make no disposal of it in this, my 
will. 

^^My right to live being but a life estate, is not at my dis- 
posal, but, these things being excepted, all else in the world I 
now proceed to devise and bequeath : 

**Item: I give to good fathers and mothers, in trust for 
their children, all good little words of praise and encouragement, 
and all quaint pet names and endearments, and I charge said 
parents to use them justly and generously, as the needs of their 
children may require. 

152 



HAPPINESS 153 

**Item : I leave to children inclusively, but only for the term 
of their childhood, all and every, the flowers of tlie fields and the 
blossoms of the woods, with the right to play among them freely 
according to the customs of children, warning them at the same 
time against thistles and thorns. And I devise to children the 
banks of the brooks and the golden sands beneath the water 
thereof, and the odors of the willows that dip therein, and the 
white clouds that float high over the giant trees. And I leave 
the children the long, long days to be merry in, in a thousand 
ways, and the night and the moon and the train of the Milky 
Way to wonder at, but subject, nevertheless, to the rights here- 
inafter given to lovers. 

'^Item: I devise, to boys jointly, all the useful, idle fields 
and commons where ball may be played; all pleasant waters 
where one may swim; all snowclad hills where one may coast, 
and all streams and ponds where one may fish, or where, when 
grim winter comes, one may skate; to have and to hold the same 
for the period of their boyhood. And all meadows with the 
clover blossoms and butterflies thereof, the woods and their 
appurtenances, the squirrels and birds, and echoes of the strange 
noises, and all distant places which may be visited, together with 
the adventures there found. And I give to said boys each his 
own place at the fireside at night, with all pictures that may be 
seen in the burning wood, to enjoy without let or hindrance and 
without any incumbrance or care. 

'^Item: To lovers I devise their imaginary world, with 
whatever they may need, as the stars of the sky, the red roses 
by the wall, the bloom of the hawthorn, the sweet strains of 
music, and aught else by which they may desire to figure to each 
other the lastingness and beauty of their love. 

^^Item: To young men jointly I devise and bequeath all 
boisterous, inspiring sports of rivalry, and give to them the 
disdain of weakness and undaunted confidence in their own 



154 HAPPINESS 

strength, thougli tliey are rude. I give tliem tile power to make 
lasting friendship, and of possessing companions, and to them 
exclusively I give all merry songs and brave choruses, to sing 
with lusty voices. 

^^Item: And to those who are no longer children or youths 
or lovers, I leave memory, and I bequeath to them the volumes 
of the poems of Burns and Shakespeare and of other poets, if 
there be others, to the end that they may live over the old days 
again, freely and fully, without tithe or diminution. 

"Item: To our loved ones with snowy crowns I bequeath 
the happiness of old age, the love and gratitude of their children 
until they fall asleep." 



Happiness is a topic that needs no introduction to the chil- 
dren. They, themselves, are a part of the happiness of the world. 

The two lessons under this topic are presented at the vacation 
season both for the thought that underlies them, and with the 
hope of adding a bit of pure pleasure to young story lovers. 

Lesson I. Helen and the Gardener. A happy day when 
work and pleasure were combined. The Miller of Dee. 

Lesson II. Purring when You're Pleased. Two Kittens. 
One that purred and one that did not, ^ ' Which will you take ? ' ' 



HAPPIlNESS 155 

LESSON I 

^elen anD tbe ©atnenet 

A happy man or woman is a better thing to find than a five- 
pound note. Tliey practically demonstrate the Theorem of the 

LivableneSS of Life. — Bobert Louis Stevenson. 

Central Thought. — Joy. 
Text.— Be glad. Luke 15:32. 
Picture. — The Little Gardener. Eddis. 
Song. — Praise Him! Robin. 

LESSON OUTLINE 

I. Pomt of Contact: Joy— laughter— songs. 

II. ]\Iary. 

III. The gardener. 

IV. They work together. 

V. "When I was ahoy." 

VI. The dog. 

VII. Back to the house. 
VIII.The Miller of Dee. 

TEE LESSON 

Point of Contact . Is it fnn to laugh, to sing, to whistle? 
Have you ever heard any one singing while he worked? 

STORY 

It was a bright summer day, and Mary had her doll out under 
the trees. She had made it a new dress, and combed its hair 
twice, when the old gardener came in sight. 

*^Come, Mary," he called, ''get your basket and rake, and 
we'll have a good time.'' 



156 



HAPPINESS 



Mary knew what that meant. She had often helped him. 
Mother had said she could play anywhere in the yard, so she 




Be glad 

Luke 15:32 



Eddis 



took the gardener's hand and together they went to the barn for 
their tools. 

He had a wheelbarrow, a spade, hoe, rake, and several 
packages of seeds. Mary fonnd her small rake, and a basket 



HAPPINESS 157 

that she carried on her back. Our picture to-day shows Mary 
at her work. 

She raked the sticks and leaves from the grass while the 
gardener spaded the bed for the seeds. 

That was not the best part ; she knew he would let her drop 
in the seeds. AA^ien the raking was done she was sure of a story. 
So she flitted back and forth with the basket, singing as she 
went. When the leaves and sticks had all been carried away 
she sat down on the grass and said: ''Now, Mr. Brown, tell 
me a story." 

''Well/' he began, "when I was a boy I was always asking 
my father, 'What can I do to have funT I asked so many times 
that one day he told me something that I never forgot. He said, 
'The best fun is to do things, and I am going to get you a set 
of garden tools to-morrow.' The next day he went to town 
and brought me home the tools. From that day to this I have 
been making gardens. 

"Last week I bought my own boy some tools. I want to 
tell you that it is much more fun to work when there is a small 
girl or a boy to help. This bed that I am spading is to be yours. 
You can choose any seeds that you want. I'll dig the rows, and 
show you how to drop them in. ' ' 

Mary picked up the papers and chose pansies, forget-me-nots, 
and violets. When they had been carefully dropped into the 
soft earth she covered them with the soil, and put sticks at each 
end of the row. 

"Now I must plant your mother's bed." said the gardener. 
"AYhile I spade it, would you like to hear a story about my boy 
and his dog?" 

Of course Mary was ready. 

"The boy is eight years old. He has had the dog since he 
was four. Carlo is a big yellow fellow with a bushy tail and a 
silver collar, with his name and address engraved upon it. 



158 HAPPINESS • 

^' Every morning lie runs to meet tlie postman, and brings 
the letters in liis mouth. When there are no letters he barks 
and barks, and follows the postman so far that now he gives him 
a piece of paper to bring back. One day the small boy missed 
Carlo. He had not seen him since breakfast, and it was nearly 
bed time. The house, the barn, the yard, were searched, but 
no dog was there. 

'^Mother said: ^Perhaps he is at one of the neighbors.' 
Where do you think we found him? The baby a few doors 
down the street had a calico cat. Carlo had seen her playing 
with it on the porch. He had never seen one before, so he pro- 
ceeded to tear it to pieces. The child cried, and the dog refused 
to leave her. When his master went for him he shook the 
ragged cat and then rubbed his soft shoulder against the baby. 
The only way we could coax him home was to bring the child, 
too." 

The story and the flower beds were finished at the same time. 

They carried their tools back to the barn, and Mary went 
for her dinner. As the gardener passed out of the back gate he 
heard her say to her mother: '^He is just full of stories, and 
you don't even have to ask for them.'' 



On the bank of a river called Dee, stood a funny old mill. 
The walls were half tumbled down, the windows stuffed full of 
rags, and the doors creaked on their hinges. 

But the wheels went round and round, with a whirr that sent 
the water flying. The song of the wheel was not the only one 
heard. The miller was there. It was always a song or a 
whistle with him, and the tunes were so jolly that people went 
around by the mill road to hear them. They stopped to hear his 
stories and jokes, and they always found him the same. 

The King of the land heard about it — the King, with his 
palace and gold. He was sad. He never even smiled. 



HAPPINESS 159 

''I'll go to the miller," he said, ^^ perhaps he can tell me how 
to be happy.'' 

So he started. When he saw the little old mill he won- 
dered how any miller could be happy there. As he came up the 
rickety steps he heard: 

' ' Oh, I am as happy as happy can be, 
And this is the song of the Miller of Dee." 

He found the miller holding the bags, while the flour went 
tumbling in. 

'^Pray tell me," he said, ^'with this old mill, the dust, and 
the dirt, how can you sing all the day long? I have a palace, 
yet I would change places to-morrow to be as happy as you." 

^'My heart is so full of joy," said the miller, '^that it bubbles 
over all the day long. I earn my bread and the bread for my 
good wife and family of children. The river turns the mill 
and helps grind the flour for the people. More grain comes 
to my mill than there are days in which to grind it. When 
tliere is not time, I keep on singing. When the belt breaks, or 
the water is too low to run the mill, I keep on singing." 

''Say no more," answered the King, "your dusty cap is 
worth more than my crown of gold. Stay where you are. Go 
on with your song. The song is worth more than the flour. 
You will always have plenty to do. People will bring you their 
wheat just to see your glad smile, to hear you whistle and sing. 

"I'll go back to the big palace on the hilltop. When men 
come to me with their sorrows, I'll think of the Miller of Dee." 
The King drove away. As he went he heard the same song: 

' ' Oh, I am as happy as happy can be, 
And this is the song of the Miller of Dee." 

—^Retold hy F. P. K. 

Note. — With kindergarten classes, this lesson should be divided into two lessons, 
the story of the Miller of Dee making the third lesson under this topic. 



160 HAPPINESS 



LESSON III 

Purring tofien gou're piea0eD 

Love and joy are often a response. Langliter and smiles 
beget langliter and smiles. 

There is no real life bnt clieerfnl Me.— Addison. 
''Happiness, like virtue, is acquired by practice." 

Central Thought. — Is it better to be responsive and happy, or to 
be glum? 

Text. — My heart is glad. Psalm. 

Picture. — Kittens. ' 

Song.— Praise Him! Robin. 

LESSON OUTLINE 

I. Point of Contact: Kittens. Who has one? 

II. Two kittens. 

HI. The one that purred. 

IV. The one that never purred. 

V. ' ' Which will you take V 

THE LESSON 

Point of Contact. — Who has a kitten? 
Our story to-day is of two kittens. 

STORY 

They had been licked over hundreds of times by the same 
mother, had been brought up on the same food, lived in the same 
house, learned the same lessons, heard the same advice, and yet 
how ditferent they were! Never were there two kittens more 
thoroughly unlike than those two ! The one, with an open, 
loving heart, which never could contain itself in its joy, but 



HAPPINESS 



161 



purred it out at once to all the world; tlie other, who scarcely 
ever purred at all, and that never above its breath, let liim be as 
happy or as fond as he would. 

It was partly his mother's fault, perhaps, for she always 

set the children the ex- 
ample of reserve ; rarely 
purring herself, and 
then only in a low tone. 
But, poor thing, there 
were excuses to be made 
for her ; she had had so 
many troubles. Cats 
generally have. Their 
kittens are taken away 
from them so often, and 
they get so hissed about 
the house when people 
are busy, and the chil- 
dren pull them about 
so heedlessly, and make 
the dogs run after them 
— which is so irritating 
— that really the won- 
der is they ever purr at 
all. 

Xevertheless, her not 
feeling inclined to purr 
much herself was no good reason for her thinking it silly or 
wrong in other people to purr when they were pleased ; but she 
did, and she and her purring daughter were always having small 
tifPs on the subject. 

Every morning, for instance, when the nice curly-headed 

little boy brought the kittens a saucer of milk from his break- 
11 




'My heart is glad" 



162 HAPPINESS 

fast, there was snre to be a disturbance over tlie purring ques- 
tion, for, even before the saucer had reached the floor, Puss 
Missy was sure to be there, tail and head erect and eager, sing- 
ing her loudest and best, her whole throat vibrating visibly; 
while Puss Master, on the contrary, took his food, but said very 
little about it, or, if ever tempted to express his natural delight, 
did it in so low a tone that nobody could hear without putting 
their ears close down to him to listen. 

Now this was what the mother cat called keeping up one's 
dignity and self-respect, so it can easily be imagined how angry 
she used to get with the other child. ^* Wretched little crea- 
ture!" she would say to poor Puss Missy, who, even after the 
meal was over, would lie purring with pleasure in front of the 
fire. "What in the world are you making all that noise and 
fuss about? Why are you to be always letting yourself down 
by thanking people for what they do for you, as if you did not 
deserve it, and had not a right to expect it? Isn't it quite 
right of them to feed you and keep you warm! What a shame 
it would be if they left you without food or fire ! I am ashamed 
to see you make yourself so cheap by showing gratitude for 
every trifle. For goodness' sake, have a little proper pride, and 
leave off such fawning ways! Look at your brother, and see 
how differently he behaves! — takes everything as a matter of 
course, and has the sense to keep his feelings to himself; and 
people are sure to respect him all the more. It keeps up one's 
friends' interest when they are not too sure that one is pleased. 
But you, with your everlasting acknowledgments, will be seen 
through, and despised very soon. Have a little more esteem 
for your own character, I do beg! What is to become of self- 
respect if people are to purr whenever they are pleased?" 

Puss Missy had not the least notion what would become of 
it in such a case, but she supposed something dreadful ; so she 
felt quite horrified at herself for having done anything to bring 



HAPPINESS 163 

it about, and made a thousand resolutions to keep up lier 
dignity, save self-respect from the terrible unknown fate in 
store, and purr no more. 

But it was all in vain. As soon as ever anything happened 
to make her feel happy and comfortable, throb went the little 
throat, as naturally as flowers come out in spring, and there she 
was in a fresh scrape again! And the temptations were end- 
less. The little boy's cousin, pale, and quiet, and silent as she 
was, would often take Puss Missy on her knee, and nurse her 
for half an hour at a time, stroking her so gently and kindly — 
how could any one help purring? 

Or the boy would tie a string, with a cork at the end of it, 
to the drawer-handle of a table, so that the kittens could paw 
it, and pat it, and spring at it, as they pleased — how was it pos- 
sible not to give vent to one's delight in the intervals of such a 
game, when the thing was swinging from side to side before 
their very eyes, inviting the next bound? 

And when there was nothing else to be pleased about, there 
were always their own tails to run after, and the fun was surely 
irresistible, and well deserved a song. 

Yet the brother very seldom committed himself in that way ; 
that was the great puzzle, and Puss Missy grew more perplexed 
as time went on. Nay, once, when they were alone together, 
and her spirits had quite gotten the better of her judgment, she 
boldly asked him, in as many words, ^^^^ly do you not purr 
when you are pleased?" as if it was quite the natural and 
proper thing to do. Whereat he seemed quite taken by sur- 
prise, but answered at last: ^'It's so weak minded, mother says; 
I should be ashamed. Besides," added he, after a short pause, 
'^to tell you the truth — but don't say anything about it — when 
I begin there's something that chokes a little in my throat. 
Mind you don't tell; it would let me down so in mother's eyes. 
She likes one to keep up one's dignity, you know." 



164 HAPPINESS 

Had Mother Puss overheard these words she might have 
been a little startled by such a result of her teaching; but, as 
it was, she remained in happy ignorance that her son was in- 
fluenced by anything but her advice. Yet, strange to say, she 
had that choking in her throat sometimes herself ! 

But, at last, a change came in their lives. One day their 
friend, the curly-headed boy, came bounding into the kitchen 
where Puss and her kittens were asleep, in raptures of delight, 
followed by the pale, quiet, silent cousin, as quiet and silent as 
ever. The boy rushed to the kittens at once, took up both 
together in his hands, laid one over the other for fun, and tlien 
said to the girl, ^'Cousin, now they're going, to give us the 
kittens for our very own, just tell me which you like the better, 
really! I'm so afraid you won't choose for yourself when 
they ask you, and then, if I have to choose instead, I shall not 
know which you would rather have ! And I want you -to have 
the one you like the more, so do tell me beforehand ! " 

^'Oh, I like them both!" answered the girl, in the same 
unmoved, indifferent tone in which she generally spoke. 

^'So do I," replied her cousin; *^but I know which I like the 
better for kll that; and so must you, only you won't say. I 
wonder whether you like to have, the kittens at all?" added he, 
looking at the pale child a little doubtfully ; then whispering, as 
he put them both to her face to be kissed, ^'Cousin, dear, I wish 
I could see when you were pleased by your face ! See ! give a 
smile when the one you like the better goes by. Do, won't you, 
just for once?" 

It was in vain! He passed the kittens before her in suc- 
cession, that she might see the markings of their fur, but she 
still only said she liked both, and, of course, was glad to have a 
kitten, and so on; till, at last, he was disheartened and asked 
no more. 

It is a great distress to some people when their friends will 



HAPPINESS 165 

not purr when tliey are pleased; and as the children went back 
together to the drawing-room, the little boy was the sadder of 
the two, tliongh he could not have explained why. 

And then, just what he expected happened, — the choice be- 
tween the two kittens was offered first to the girl ; but, instead 
of accepting it as a favor, and saying ''Thank you'' for it, and 
being pleased, as she ought to have been, she would say nothing 
but that she liked both, and it could not matter which she had ; 
nay, to look at her as she spoke, nobody would have thought 
she cared for having either at all ! 

How was it that she did not observe how sorrowfully her 
aunt was gazing at her as she spoke; aye, and with a sorrow 
far beyond anytliing the kittens could occasion? 

But she did not; and presently her aunt said, ''Well, then, 
as you do not care, the bo'y may choose." On which the poor 
boy colored with vexation; but when he had sought his cousin's 
eyes again and again in vain for some token of her feelings, 
he laid sudden hold on Puss Missy, and cuddled her against his 
cheek, exclaiming: 

"Then I will have this one! I like her much the better, 
mother, because she purrs when she is pleased!" 

And then the little girl took up Puss Master, and kissed him 
very kindly, but went away without saying another word. 

And so a week passed ; and though the children nursed their 
kittens, they never again discussed the question of which was 
liked the better, for a sh^Tiess had sprung up about it ever since 
the day the choice had been made. 

But at the end of the week, one sunshiny morning, when the 
boy was riding his father's pony, and only the little girl was 
in the house, her aunt, coming suddenly into the school room, 
discovered her kneeling by the sofa, weeping a silent rain of 
tears over the fur coat of Puss Missy, who was purring loudly 



166 HAPPINESS 

all the time; while her own kitten, Puss Master, was lying 
asleep unnoticed by the fire. 

Now the pale, silent little girl had been very lonely for nearly 
two years — her father and mother having gone to heaven within 
a few weeks of each other ; and she had been ever since, till quite 
lately, under the care of a guardian who, though married, had 
no children, and was more strict and well-intentioned than kind 
and comprehending, so that, between sorrow at first and fear 
afterwards, joined to a timid, shrinking nature, she had, with- 
out knowing anything about it, shut herself up in a sort of 
defensive armor of self-restraint, which, till now, neither aunt, 
nor uncle, nor even loving cousin, had been able to break 
through. 

But they had gently bided their time, and the time had come 
at last, and Puss Missy pointed the moral; for, with her aunt's 
arms folded round her, and a sense of her comforting tender- 
ness creeping into the long-lonely heart, she owned that she 
had fretted all the week in secret because — actually because — 
it was so miserable to nurse a kitten who would not purr when 
he was pleased! 

Anybody may guess how nice it was, ten minutes afterwards, 
to see the little girl, with the roused color of warm feeling on 
her cheeks, smiling through her tears at the thought of how like 
the unpurring kitten she had been herself! Anybody may 
guess, too, with what riotous joy the loving boy-cousin insisted 
on her changing kittens at once, and having Puss Missy for her 
very own. And how, on the other hand, he set to work himself, 
with a resolute heart, to make Puss Master so fond of him that 
purr he must, whether he would or no ; and how that, now and 
then, by dint of delicate attentions, such as choice morsels of 
food and judicious rubbing under the ears, he worked the 
creature up to such a pitch of complacency that the vibrations 
of his throat became, at any rate, visible to sight, and per- 
ceptible to touch. 



HAPPINESS 167 

Truly, they were a very liappy party ; for after Puss Master 
took Puss Missy for friend, confidante, and adviser, he grew so 
loving and fond that he could not help showing his feelings in a 
thousand pretty, pleasant ways ; and the mother-cat herself re- 
laxed by degrees ; perhaps because she found her kittens were 
not taken away — partly, perhaps, because Puss Missy's, open- 
heartedness stole into her heart at last, with a sense of comfort 
— who knows I Certainly she left off scolding and lecturing, 
and would not only watch their gambols, but join in them at 
times herself. And if neither she nor her son ever purred 
quite so much, or so loudly as their neighbors, the reason, no 
doubt, was only that tiresome choking in the throat ! 

Why, the pale little girl herself complained of having felt 
something like it, during the sad two years before her kind aunt 
made her happy again! It always used to come on when she 
wanted to say what she felt. 

And, perhaps, there is always something that chokes in the 
throat when people do not purr when they are pleased. 

Let us hope so. 

— Margaret Gatty. 



SDotng for €)tl)er0 



SUMMER SEASON 



T 



' 'f I ^HE characteristics of cliildhood are four: Humility, 
Faith, Charity, and Cheerfulness, "—jo/in EusUn. 

Another predominating characteristic is Imita- 
tion. Until a certain age, the girl wants to do every- 
thing she sees her mother doing, and the boy is prone to imitate 
his father. This period in childhood is the golden opportunity 
for the development of certain tastes and habits that will mean 
a practical foundation for the everyday tasks of life. 

Every child wants a happy home. If he sees for himself 
that it can only be made such when each does certain tasks 
daily, he will appreciate the value of doing his part. But there 
is another motive. He is helping others — father, mother, 
brothers, sisters; and they are helping him. Cooperation is 
often the secret of true happiness. Wlien we are willing to 
cooperate, we have sometimes struck the keynote of the greatest 
happiness to others, of the truest joy to ourselves. 
^^Do all the good you can. 
In all the ways you can. 
At all the times you can, 
To everybody you can.'' 
This topic will be presented in three lessons. 
Lesson I. Christ and the child. 

The helpers who dispute for first place. Jesus calls a 
little child to him to show them that the spirit of childhood is 
the true spirit of right living. 

Lesson II. In the home. The great teacher. Uncle George. 
Three children. Terms. A jolly good day. 

Lesson IH. Androclus and the Lion. What kindness did. 

168 



DOING FOR OTHERS 169 

LESSON I 

3fe0U0 anD tfte CftilD 

To-day ^e have a story in which Jesus shows His disciples 
that the characteristics of childliood are those of true help- 
fulness. 

To preserve these for the child is one of the great aims of all 
education. To help him to be more loving and cheerful, as he 
grows into the fuller knowledge of life, and of men, we must 
lay beneath his childish faith a solid masonry of pure ideals, 
of right habits, and of knightly examples. 

Central Thought. — Jesus calls a child as an example of true 
helpfulness. 

Text. — "There's a work for me and a work for you."^ Song. 
Picture. — Christ and the Child. Bida. 
Song.— That Sweet Story of Old. 

LESSON OUTLINE 

I. Point of Contact: The picture. 

II. .Jesus and His helpers. 

III. He heals the child.^ 

IV. His helpers quarrel. 

V. He calls a child to him. 

VI. What does he say ? 

VII. The boy. 

THE LESSON 

Point of Contact. — What do you see in the picture? Jesus 
and a boy. Who are the men? His helpers. 

1. Read from John Ruskin's "A Crown of Wild Olive," the essay on "Work." 

2. Read Mark 9. 



170 



DOING FOE OTHERS 
STOEY^ 



One day Jesus and three of His friends had been np on the 
mountain. As they came down, He told them He would not be 
long with them. 

Even while He was speaking a father came, bringing to Him 
a sick child. Jesus seemed to forget that He had many things 




'There's a work for me and a work for you' 



to say and to do that day, — He stopped then and there, and 
made the boy well. 

Soon they went on, for Jesus had others to help. As they 
journeyed, His followers talked among themselves, sometimes 
in loud voices, walking at a distance so Jesus could not hear. 

When he turned and asked them of what they were talking, 
no one answered. Jesus was sad. He knew. 

Those men, who were there to help Him, and whom He was 



1. See Geikie's Life of Christ, page 572. 



DOING FOR OTHERS 171 

trying to show how to help others, when He was gone, were 
thinking only of themselves. They had been quarreling about 
who should be greatest among the helpers when He was with 
The Father. 

He called a little child to Him, the boy whom you see 
in the picture. When He had taken the boy in His arms. He 
said that even a child who was gentle and kind, who helped 
others in the home, who was happy in his work and his play, was 
more like The Master than strong men vdio forget. 

Do you think the boy ever forgot that day when Jesus took 
him in His arms? When He told His helpers that boys 
and girls had in their hearts something that made Him love 
them? 

No wonder the men did not answer. 

But the boy, — he must have run all the way home to tell his 
mother about it, and to go on helping her, and father, and the 
brothers and sisters all the day long. 



172 DOING FOE OTHEES 

LESSON II 

9 ^appp Dap 

The first place, and sometimes the hardest place, to be 
thoughtful of others is in the home. The story to-day is one of 
ideal home life. 

Central Thought. — Doing for others in the home. 
Text.— Be ye kind. 
Picture. — Apple Dumplings. 
Song. — Praise Him! Robin. 

LESSON OUTLINE 

I. Point of Contact: Mothers. 

II. Fathers. 

III. At home. 

IV. Four children. 

V. Monday morning. 

VI. Turns. 

VII. The circus. ^ 

VIII. Left alone. 

IX. A happy day. 

THE LESSON 

Point of Contact. — It was a beautiful story in which Jesus 
told His helpers that a boy's heart, or a girl's, had in it 
something that made Him love to take them in His arms. Did 
He say that children did much for others in this big world? 

At home, who of all in the house does the most to help 
others?! 

I want to tell you of a home of four children. 

1. If the children suggest "mother," talk with them of the father's hard day's work in the 
office or shop, and of his love in the home. 



DOING FOR OTHERS 

8T0EY 



173 



It was Monday morning. There were so many things to be 
done that there was only one way — each must do his work. It 
was not easy to help before school, but some way the parlor 




Apple Dumplings 

was dusted, the table was cleared, the beds were airing, and the 
coal hod was heaped with coal when those children tripped off. 

They had talked it all over. Of course each wanted the 
home to be happy. There was only one way — for all to make it 

so. 

The school days were lively ones. Can you see the children 
as they did their work, the little one with a hop and a skip, as 



174 DOING FOE OTHEES 

she cleared away tlie dishes ; the boy with a whistle ; the others 
with a spirit of play to see which would be ready first I 

One thing was always the hardest. Often they had to take 
turns in something they all wanted to do. One evening a 
friend had two tickets for the new skating rink. Father said 
he could only take one, so they had to draw cuts. 

Another time a carriage came to take them to drive. After 
father had said that some one could have Ms place, there were 
only seats for four. It took some time to decide, and then the 
boy on the steps had a long face as he watched the others drive 
out of sight. 

^'Turns'' were so hard for those children that one evening 
the mother called them all to her. ^ ' Put a big log on the grate, ' ' 
she said, "and I'll tell you a story.'' Before the fire had time 
to get started, four chairs had been brought, and the mother was 
saying : 

"This is a true story, dears. It was one your Uncle George 
told when he came from the West. 

"It was a little town, only a few houses, several miles from 
the city. To the city the circus was coming, and there was to 
be a parade, with music, horses, and drums. 

"In the country home were three children, and all wanted to 
go. Even the father was sorry when he had to say, ^ Some one 
must stay at home. ' He had been a boy once, and he knew how 
it felt. But the trip took all day and there were the horses and 
cattle to feed; some one must stay. So he took three pieces of 
paper, and said : ' The one who draws the longest will stay. ' 

"Two girls and a boy, — and the boy drew the longest. 
Stay at home from the circus! AYlien he saw his slip was the 
longest, a big lump came in his throat. Did he cry? He swal- 
lowed the lump, washed his face in cold water, and went out of 
doors and played ball for an hour. 



DOING FOE OTHERS 175 

*^Tlie next morning lie helped liis father hitch old Dobbin to 
the double wagon, and watched them drive away. 

'^Then he fixed the fire for all day, and saying, 'I'll have 
just as good a time as I can,' he got out his fish pole, line, and 
hooks. From the bridge he could watch the house. When he 
had gathered some bait, to the bridge he went. 

*'What luck! One, two, three, all big fellows. When noon 
came he had ten. From the smile on his face no one would have 
dreamed this was the boy who had stayed home from the circus. 

^* At noon he had to stop to feed the chickens, and to care for 
the cattle and horses. When he had fed them all he cooked 
some of the fish for his dinner, and ate them with crackers and 
cheese. 

''He was just going back to the bridge, when down the road 
came a boy with a new ball and a bat fresh from the store. He 
turned in at the gate. Ten minutes later those boys had their 
coats off. They never knew where the afternoon went, but 
supper time came. 

"One boy was running down the road home, the other was 
hurrying off toward the barn, when the double wagon came 
clattering in through the gateway. 

"What do you think? The circus failed to appear; there 
had been no parade at all. 

" * Drawing cuts isn't so bad,' said the boy, 4t's been a jolly 
good day!' " 



176 DOING FOE OTHERS 

LESSON III 

anDrodu0 anD tfte ilion 

Central Thought. — Kindness to animals. 
Text.— Be ye kind. Ephesians 4 :32. 
Picture. — An Old Monarch. Rosa Bonhenr. 
Song. — Praise Him! Robin. 

LESSON OUTLINE 

I. Point of Contact: Animals. Cats, dogs, rabbits. 

II. Androcliis and his master. 

III. Androclus and the lion. 

IV. His return to his master. 

V. The meeting. 

VI. ' ' Long live Androclus ! Long live the lion ! ' ' 

VII. Together again. 

THE LESSON 

Point of Contact. — Has any boy here a dog? Does your dog 
know his friends! What about Tabby, does she know who fills 
her saucer with milk? 

And the rabbits! Have you seen them eat from the hand 
of one whom they knew! 

To-day we have the story of a lion, and some one who was 
kind to him. 

STORY 

Androclus was a servant in a home where the master did 
not always help others. Androclus did his work well, but his 
master was not always thoughtful of him. In fact, he was 
almost unkind, even cruel, at times. Many days the servant 



DOING FOE OTHERS 



177 



did his work, but one evening, after the master had been most 
unkind, Androclus ran away. 

For a time he wandered in the woods. When he could find 
no more food he came into the open country, and walked till he 
came to a cave. In the cave he was soon sound asleep. 




Be ye kind 



Eosa Bonheur 



Paul 



But he did not sleep long. A loud noise awoke him. It 
was the roar of a lion. Androclus hardly dared move. He lay 
very still in the corner, watching the lion as it paced back and 
forth in the cave. 

Soon he saw that the lion was hurt, that its loud roar was 

12 



178 DOING FOE OTHEES 

one of pain, for it limped, and part of the time held its foot up 
from the ground. 

This made Androclus bold. He crept out of his hiding 
place, carefully came near to the lion, and even took hold of his 
foot. The lion must have known he was his friend, for he stood 
still and rubbed his head against the man's shoulder, as much 
as to say: ^^I know you will help me." 

Androclus lifted the paw from the ground and saw that it 
was pierced by a long, sharp thorn. He caught the end of the 
thorn in his strong fingers and very carefully drew it out. 
Then he bound the foot with his handkerchief, and patted the 
lion on his shaggy mane. 

That big lion knew this was his friend, knew just as well as 
a boy knows when some one has helped him. The lion could 
not say so in words, but he licked the hands of his friend, and 
that was his way of telling. 

Many days they lived together in the cave, sleeping side by 
side, and often the lion brought food for his friend. 

One day some soldiers who were passing saw Androclus. 
They knew who he was, so they took him back to his master. 

In that country it was the law that every servant who ran 
away should be made to fight a lion, so the day was set and many 
people came to see Androclus led out to meet the lion. 

The door opened and Androclus was brought in. He looked 
up and saw the people on every side watching him — then came 
the lion. 

Androclus gave a loud cry, not of fear, but of joy — ^it wag 
his old friend of the cave. 

And the lion, instead of rushing upon him, began to lick his 
hands. Androclus put his arms around the lion's neck, and the 
lion rubbed his shaggy mane against his shoulder. 

The people could not understand, so Androclus told them 
about it. Standing there, with his arms around the lion, he told 



DOING FOE OTHEES 179 

them of their life in the cave, of how he had drawn the thorn 
from the big lion's foot; and of how the lion had brought him 
food many days. 

The lion had scented Androclus' foot prints, and followed 
him all the long way. 

When the story was done the people waved their hats and 
cried: **Long live Androclns! Long live the lion!" 

Androclus was set free. The King gave him the lion for his 
own. Together they lived many years. 

—Betold by F. P. E. 



AUTUMN SEASON 

You can never lead unless you lift. — Edward Everett Kale. 
Life is not a holiday, but an education. — Henry Drummond. 
' ' Wealth should be choice of work, not exemption. ' ' 

Do not forget that even as "to work is to worship, " so to be cheery is to 
worship also J and to be happy is the first step to being pious. — B. L. Stevenson. 

TO every child comes the age when he desires to imitate 
his elders. This is the golden opportunity. 
This topic has been chosen at the opening of the 
school year, when old and yonng are beginning new 
lines of work. 

Lesson I. Back to school. Three children who have spent 
the Summer in the country, and eagerly return to school. 

Lesson II. King Arthur. A story of King Arthur and the 
Knights of the Eound Table. ^^ Whose glory was redressing 
human wrongs.'' 

Lesson III. An old soldier at home. He could not go to 
the war. When disappointment comes ^' There is always a next 
best thing to be done.''^ 

1. For this thought I am indebted to Mr. Edward Howard Griggs. 



180 



WOEK 181 

LESSON I 

'IBacfe to School 

All wIlo joy would win 
Mnst share it. Happiness was born a twin. —Byron. 

Central Thought. — "There's a time to work and a time to play." 
Text. — To everything there is a season. Ecclesiastes 3 : 1. 
Picture. — School Children at Work. Geoffrey. 
Song. — God's Care. 

LESSON OUTLINE 

I. Point of Contact: School. 

II. Three children. 

III. Monday morning. 

IV. A new book. 

V. The story George told his father. 

THE LESSON 
Point of Contact. — Does school open soon? 

STOBY 

Three children were to start to school Monday morning. 
Two were boys who went last year, one a little sister who had 
never been before. 

All Summer they had been in the country. Three days 
before school was to open the trunks were packed and back to 
town they came. On their way home from the station they 
passed the schoolhouse. It was dressed in a fresh coat of dark 
red paint. The dahlias the children had planted were in full 
bloom. In the side yard the grass was green. In front stood 
a wagon piled with old desks. 

Note. — Invite the mothers to meet mth you this week if possible. Invitations 
can be pinned to the coats of the children. 



182 



WOEK 



^^Tlie new desks have come!" sliouted George; '^tliey said 
we would have them this year!" 

When Monday morning came it was a happy company that 
started for school. Mother went and spent a part of the morn- 
ins: with the little dan^'hter in the kinder smarten. 



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Geotfroy 



The boys had new pads and pencils, and George, the older, 
a new reading book. 

When his father came home that night, and asked about the 
first day, mother said : ^ ' George, tell father about the boy and 
the crow." 

*^The boy and the crow," repeated his father; ^^what is it, 
my boy!" 

^^ We read it in school ; it's in my new book. 

*'Once there was a boy who said; 'I will not go to school. 



WORK 183 

I'll stay out of doors and have a good time.' So he sat down 
under the shade of a tree. He watched the birds and the bees. 

*^Not far away he saw a crow at work. It was carrying 
sticks and pieces of bark for its mate to weave into the big nest. 
^Caw, caw/ said the crow, bnt the boy thought he said: 'You 
lazy boy, to sit there in the shade while we work/ 'Caw, caw, 
caw,' came from another tree, 'what do you think of our work! ' 
The boy could see three nests being built. Every time he heard 
the crow's caw, he was sure it was talking about him. 'Here's a 
pretty boy, ' they seemed to say, ' could he build a home 1 ' 

"Just then he saw a robin digging a long worm out of the 
ground. She had to pull and pull, but at last she held it fast 
and flew away to the top of a tall cherry tree. He heard, her 
calling her mate, but he thought she was talking with him. 
'Who gets your dinner T she said. 'Birds have to dig for their 
own. Don't you think you better run home instead of lying 
under the tree! Don't you ever help any one?' 

"The robin's song was just finished when along came a 
farmer, going to mill with his load of grain. 

" 'Well,' he said, as he passed, 'aren't you the Jones boy? 
Why aren't you in school? Want a ride? I go right by the 
schoolhouse, better jump in.' 

"The boy shook his head. 'It's a queer thing,' he said, as 
he started toward home, 'I've had a good time out of doors 
all Summer long. To-day there is no fun at all. To-morrow I 

am going to school.' ^^— Adapted hy F. P. K. 



6ob's Care. 



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184 



WOEK 185 



LESSON II 

laing artftut 

The story to-day is of King Arthur and the Knights of the 
Eound Table. 

It is a story of knightly courage and kingly endeavor. It 
appeals to the deepest and strongest characteristics of boyhood 
and girlhood. 

Central Thought.— Be knightly. 

Text. — Whose glory was, redressing human wrongs. Alfred 
Tennyson. 

Picture. — Sir Galahad. Watts. 
Song. — God's Care. 

LESSON OUTLINE 

I. Point of Contact: The baby. 

II. A baby. 

III. The page to the princess. 

IV. The squire to the prince. 

V. The forgotten sword. 

VI. The cathedral sword. 

VII. Arthur's great fear. 

VIII. King Arthur. 

IX. The Knights of the Round Table. 

X. ''Whose glory was redressing human wrongs." 
XL The barge. 

THE LESSON 

Point of Contact. — Who has a baby at home? 

STORY 

To an English castle came a baby boy. That very morning, 
before it was light, and when he was but a few hours old, two 



186 WOEK 

soldiers and two brave women from the castle took the babe, 
wrapped him in a cloth of pure gold, and stole noiselessly ont 
throngh the great castle doorways. They ran down the broad 
path that led to the gates. They laid the child in the arms 
of an old man who stood there as if awaiting their coming. The 
old man folded his arms gently aronnd the babe, turned away, 
and was gone. 

When the boy opened his eyes he was lying in the arms of 
a beautiful princess. He looked into her face. He heard her 
speak his own name, and that name was — Arthur. 

Arthur grew. When he was seven years old he was made 
the page of the princess. Now the prince was his master and 
teacher; and wherever the princess went Arthur went too, to 
help and to protect her. He was given a horse and a small 
silver sword. He was given story books with pictures of battles, 
and he was told stories of soldiers and kings. Now when the 
princess rode in the gardens Arthur rode beside her. If she 
pointed to a flower Arthur leaped from his horse, picked the 
flower and, lifting his hat, held it up to her. H the whip fell 
from her hand he gave her his, and, turning his horse, rode back 
to the spot where hers had been dropped, and found it again. 
As they rode through the forest he kept a keen watch that no 
wild beast came out from the trees, and that no rabbit sprang 
into the path to frighten her horse. 

One hand Arthur held on his sword. Whenever danger 
came he was ready to meet it, for the page of a princess must 
guard her from harm. At the gates of the castle the guards 
lifted their caps when Arthur and the princess rode through. 
As they went up the broad driveway Arthur would leap from 
his horse, and, taking the bridle of hers, would lead her horse 
up to the steps of the castle. Holding the two horses with one 
hand, with the other he would take the hand of the princess and 
gently help her out of the saddle. Lifting his hat, he would 




»o Watts 

Whose glory was redressing human wrongs 

Alfred Tennyson 



188 WOEK 

watch her go up the steps and through the marble doorway. No 
wonder the princess liked Arthur. Of all the boys in Old 
England none was more gentle, more brave, and more true than 
Arthur, the page. 

When he was fourteen he was made the squire of the prince, 
the one who was always near him in battle, or game. It was 
Arthur who put on the prince's great armor of steel, who held 
the steel tunic that reached to the prince's knees, who buckled 
the belt, brought the steel mittens, and saw that the long steel 
over-boots, with their pointed toes, were fastened on tightly. It 
was Arthur who tested the sword to see that its two edges were 
sharp, who kept the lance sharp and bright, and led out the 
prancing horse for his noble prince. Hector. It was Arthur 
who rode behind, with his lance in his belt, ready at any moment 
to dart forward and hand his lance to Sir Hector, if Sir Hector 
lost his own in the battle. It was Arthur who, all through the 
battle, watched every move of Sir Hector's horse and its rider. 
If the horse fell, it was Arthur who urged his own into the 
battle, who sprang from his, and helped Hector into the 
saddle. 

Sir Hector won in many a game and battle. More than once 
as he rode to the castle before the long line of nobles who were 
lifting their caps to him. Sir Hector had pointed to the boy 
riding beside him, and said: '^Lift your caps to brave Arthur, 
Sir Hector's true squire." 

In Sir Hector's country was a great cathedral to which the 
people of the land often came. In that cathedral, one morning, 
there appeared before the altar a huge anvil of steel. Through 
the anvil was thrust a glittering sword, on the handle of which 
were the words: '^AHio pulls out this sword shall be England's 
king." From far and near men came to see the anvil and 
sword; but not one of them touched it. A decree had gone 
through the land calling together the princes and nobles to fight 



WOEK . 189 

a great battle. The prince or noble who won was to try the 
sword first. 

At the head of the long line of princes and nobles rode Sir 
Hector, and beside him young Arthur. How it happened no 
one quite knew ; but, just as the battle had opened. Hector called 
to Arthur: ''I have forgotten my sword." Arthur carried 
a lance, but never a sword. Turning his horse he dashed down 
the roadway, ^^^lich way should he go for a sword? He went 
toward the town. He passed the cathedral. Through an open 
window he caught sight of the glittering sword. Strange to say, 
he had heard nothing about it. He leaped from his horse, ran 
up the broad aisle, clutched the handle, and pulled the shining 
blade out. Back to the battle he flew. AVhen the nobles and 
princes saw Arthur ride in on his foaming steed, bearing tlie 
glittering sword, all stood aside. A great shout filled the air: 
' ' Long live Arthur, the king ! ' ' 

A few could not believe what they saw. So all rode back 
to the cathedral, the sword was again thrust into the anvil, and 
each noble and prince was given a chance to pull it out if he 
could. One after another tried his strength; last of all Sir 
Hector, the prince. The sword did not move. 

Then Arthur stepped forth, his noble brow aglow in the 
sunshine that came through the great altar window. He laid 
his strong hand on the handle, clutched it firmly, and drew out 
the sword. Through the air rang the shout: ''King Arthur! 
Long live the noble King Arthur ! ' ' 

That very day Arthur was crowned king of England. He 
was no longer Arthur, the page; nor Arthur, the squire of Sir 
Hector, but Arthur, the King. Of all the boys in that land none 
had been more gentle, more brave, and more true than Arthur, 
the page ; of all the squires that rode to the battle, none had so 
often dashed forward to help, when help was most needed, as 
Arthur, the squire of Sir Hector the prince ; and of all the kings 



190 ^OEK 

of Old England, none was more loved than tlie noble King 
Arthur. 

From tlie day that Arthur became England's king he set 
forth to help all whom he found in trouble, whether women or 
children, the poor man or the rich, the beggar who came to his 
door, or the king in the land next his own. 

Forth to the battle he led his strong army to help the king- 
in the land next his own. Hard battles followed. No braver 
leader was seen than King Arthur on his strong steed, riding 
up and down the long lines, with his hand on his sword, com- 
manding his men to fight as long and as bravely as if they were 
all in Old England. They fought, and they won. 

The king of that land gave Arthur three gifts : his daughter 
to be Arthur's queen, a table to use in the palace, and one hun- 
dred soldiers, or knights. The table had been Arthur's 
father's. It was round, and large enough for all the knights 
to sit around it. King Arthur set the table up in the palace, 
and called the knights to him. Pointing to the old table, he 
said: ^' Since the day that England made Arthur king, no good 
deed has Arthur withheld from hei* people. His motto has 
been: ^Eedress Human TTrongs.' Seat yourselves at the table. 
You shall be called the Knights of King Arthur's Eound Table. 
From this day, as long as Arthur is king, the Klnights of King 
Arthur's Eound Table shall go forth with their king to 'redress 
human wrongs.' " 

Each knight took his seat, and all promised allegiance to 
England's brave king. Ever after that day the knights met 
around the Eound Table, and planned for their journeys and 
battles. To all lands they journeyed, helping where help was 
most needed. 

One morning, as they gathered about the Eound Table, 
twelve men appeared from a far-away land. (Italy.) They 
commanded Arthur, in the name of their king, to give up his 



WORK 191 

marches and battles, his works for the good of all people, and 
to bow to their King. Arthur, like the noble King that he was, 
stood before them and said: ^'Go back to your king, tell him 
that while Arthur lives he will 'redress human wrongs.' To- 
morrow we meet your king in the battle. ' ' 

Again Arthur and the Knights of the Eound Table went 
forth to war. Once more they won. The news of that war was 
heard far and near. 

King Arthur was led to Rome, that war country's capital 
city, and crowned emperor of the whole world. 

As he marched homeward his lords and knights came out to 
meet him. Then the king and his knights passed over the sea, 
and King Arthur's queen came forth to meet them. To the 
palace she led them. From that day King Arthur's palace was 
the center of all that was knightly and good in the world. Even 
the table was served by nine kings, the fairest of princes, the 
best of lords, and the bravest of knights. Every king, prince, 
lord, and knight was approved by King Arthur. 

Yet even the delights of that palace could not keep the 
King from his duty. War was raging in a far-away land, and 
once more Arthur must go forth to help. To the war King 
Arthur went, but he did not return. 

He fell on the battlefield. Only the knight who was with 
him saw Arthur fall. To that knight Arthur handed his glitter- 
ing sword, saying : * ' Take me to the stream, and hurl the sword 
into the waters." As the sword struck the wave, a barge 
appeared on the lake. It was moved by fair women. Noise- 
lessly it came toward the shore. It touched, and Arthur said: 
''Place me in it." 

With Arthur, the king, the barge moved away. The knight 
stood alone. It was dawn. On, on moved the barge till it was 
only a speck ; then it vanished into the light. 

From that light in the East there seemed to come voices, 
echoes of songs to a king coming home from his wars. 

— Florence V. Palmer, 

(In the Kindergarten Review. Used by permission.) 



1 



192 WORK 



LESSON III 

C6e ieiacfe0mit6 

We cannot always do the things our hearts are set upon, but 
we can turn and do the next best thing. 

To do this cheerfully, and with a will, is a brave lesson for 
both old and young. 

The story to-day is of a blacksmith who found as great a 
work at home as that he would have chosen in the army. 

Central Thought. — Do the next best thing. 

Text. — Work with your own hands. I Thessalonians 4:11. 

Picture. — The Blacksmith. Tamburini. 

Song.^ — Praise Him! Robin. 

LESSON OUTLINE 

I. Point of Contact: Soldiers. 

II. An old man who couldn 't go. 

III. He finds work at home. 
TV. The soldier in his home. 

V. Uncle Joe sets the shoe. 

VI. A picture and a letter. 

THE LESSON 

Point of Contact. — Have you seen the soldiers marching with 
flags and with music? Have you heard the stories of war? 

STORY 

This story happened in the days when there was a real war. 

First the young men left their homes and marched off to 
battle. Those left at home watched for the papers, and read of 
the marches, of the camps, of the cannons and guns. 

1. "The Blacksmith," page 9 of Songs of the Child World, Number Two, published by 
the John Church Co., Cincinnati, Ohio, is suggested. 



WOEK 



193 



Then the older men went. Stories came home of what they 
were doing ; and all the men left, wanted to go. 

In a village, one evening, the band was playing, and torch- 
lights were darting hither and thither. 




Tarnburini 
Work with your own hands 

I Thessalonians 4:11 

Only a few men were left. Officers were there to examine 
them, and to see if they were strong enough to go into the army. 

One of the officers walked down the line, looked at them 
sharply, and said, * ^ All except one ! ' ' 

That one was an old man who was lame and not able to 

13 



194 woUK 

marcli. He wanted to go just as mucli as the others. ''What, 
must I stay!" he asked. — ''I'll be the only man in the town.'' 

"Yon can find plenty of work,'' said the officer, "and the 
women will need yon.'" 

The old man dropped his head. He was thinking. He did 
not answer, bnt turned and walked home. 

He heard the drums beating as the rest marched away. 

"Well," he said, "I'll work right here, and I'll begin now 
before it is dark." 

He milked his cow, and divided the milk with a woman who 
had been left all alone. Then he split the wood and carried it 
into his own kitchen where the good wife would find it ready. 

No soldier was ever busier than he was in the days that fol- 
lowed. He planted the gardens, picked the fruit, cut the hay 
and cared for the horses and cattle. 

"Uncle Joe," they called him, and every woman and child in 
the town went to him for help before the Summer was over. 

One morning in Autumn, when Uncle Joe was at work in his 
garden, a soldier rode up to his gate. "Where are the men?" 
asked the soldier. 

"Gone to war; I'm the only one left," answered Old Joe. 
"AYliat!" said the man, "do you mean to tell me there is not 
even a blacksmith here ? My horse has to have a shoe set. ' ' 

"Oh, I can set a shoe," and the old man hurried out to the 
horse, picked up its foot, squinted one eye, and with a smile 
answered: "Yes, sir, I can set that shoe." 

"Then lucky it is you were left," said the soldier. 

Uncle Joe led the horse around to the rear of the house, to 
the little shop where he used to shoe horses. He put on his 
leather apron, built a fire in the forge, blew the coals red, and 
soon had the shoe ready and set. 

The next week, when the boys came marching home from 



WOEK 195 

war, they told how their Colonel rode up on his horse, just in 
time to lead his Eegiment, and of how they won the day. 

One of them took from his pocket a picture of the Colonel 
on his horse, and a letter. He handed them to Old Joe. 

The letter said: ^^You set the shoe just in time. We had 
barely time to reach Bennington and to lead the men on to 
battle. Thanks to you and that shoe, we won. You helped me 
more than any man with his musket.^' 

Old Joe could hardly speak. ^^ Wasn't it lucky,'' he said, 
*^that I couldn't go to the war!" 

—Adapted by F. P. K. 



i^elptng 



AUTUMN SEASON 
There is a true church, wherever one hand meets another helpfully. — BusTcin. 
"Ke best worships God who best serves men." 

All suppression of selfishness makes the moment great. — Lydia Maria Child. 
True Christianity is the brotherhood of men. — Tolstoi. 

EVEEY child enjoys helping, even when he takes hold of 
one side of the package or chair, when a stronger hand 
really carries the load. 

This topic covers a broad field. It opens with a 
story intended to show what might happen if one refused to 
help, and closes with two stories on helpfulness in the home. 
Lesson I. The Little Half Chick. 

He refuses to help the fire, water, and breezes. Later, he 
finds himself in need of their help. 

Lesson II. On the farm. How the farmer provides for our 
table. The story of a pod of peas. 

Lesson HI. Queen Esther. Pleading for her people. 
Lesson TV, Joseph and his brothers. Brothers who are 
not helpful. Joseph is sold. The old father. 

Lesson V. Joseph helping his brothers. Those same 
brothers, in time of famine, come to Joseph for help. What 
does he do? Fills their bags and returns their money. 

' ' Do unto others as you would that they should do unto you. ' ' 



196 



HELPING 197 

LESSON I 

'^mt Little ©alf Cfticfe'^ 

A loving heart is the beginning of all knowledge.— CaW^/Ze. 
Eeligion is not a creed, but a life.— Mwo^ j. Savage. 

Make one person happy each day and in forty years yon 
have made fourteen thousand and six hundred beings happy 
for a little time at least. 

Central Thought. — Help wherever you can^ and in all the ways 
you can. 

Picture. — Rooms to Let. Lengo. 
Text. — Be ye kind one to another. 
Song. — God's Care. 

LESSON OUTLINE 

I. Point of Contact: Chickens. 

II. The old mother hen. 

III. Eleven chickens. 

IV. The little half chick. 

V. ' ' I cannot help you. " 

VI. In the kitchen. 

VII. The fire and water. 

VIII. The breeze. 

IX. He asks for help. 

X. The answer. 

XI. Out of the window. 

TEE LESSON 

Point of Contact. — Who has been on a farm? Can you tell 
me what the hen yard is like? Of what is the mother hen's 
nest made? 



198 



HELPING 
STORY 



Once upon a time there was an old mother hen. One morn- 
ing the farmer came to her. Lifting her brown wings he placed 
nnder them twelve white eggs. 




"Be ye kind, one to another 



Her heart leaped with joy when she saw them. Very still 
she sat that day on the nest. Days and days came and went. 

One morning she heard something go '^crackle, crackle.^' 
Carefully she lifted her wings and peeped into the nest. She 
did not tell what she saw in the straw. Gently she sat down and 
waited. Again she heard '* crackle, crackle,'' then again, and 
acrain. 



Note. The version from -which this story was taken is found in 
Tell to Children" by Sara Cone Bryant. 



Stories to 



HELPING 199 

The next morning she looked once more. Eleven little yel- 
low chickens nnder her wings, all calling, ^'peep, peep.'' But 
one egg had not even cracked. So she sat down. Long hours 
she waited, till at last she heard such a tiny ^^peep, peep"; not 
like the others at all. 

She lifted her soft brown wing, and there in the straw stood, 
not a chicken, but a half chicken; it had one foot, one leg, 
one wing, one eye, and half of a bill. Before she had time to 
cluck once, it hopped out of the nest, and went hoppity skip, 
hoppity skip, all around the hen yard. 

The next day that little chick knew every corner of the yard. 
The mother hen had told him not to go through the fence. But 
he looked through, and then went hoppity skip, hoppity skip, on 
his one little foot, right out into the road. He had not gone far 
when he came to a swing. Over his head a boy and girl were 
talking. 

They were telling about the palace where the king lived. 
He heard them say, ^'You go down this road till you come to the 
end." 

Down the road hopped the chick. He had not gone far when 
he came to a gypsy camp. No one was there, but the gypsies 
had left their kettle to boil. Under the kettle was a fire. The 
fire was spreading in the dry grass. ^'Oh, little half chick," 
called the fire, ''won't you stop me? I may burn hotter and 
hotter, and spread to the cornfield. ' ' 

But the little half chick called, ''Oh, fire, I can't help you. 
I'm going to the palace where the king lives!" So he went 
hoppity skip, hoppity skip, down the road. 

He had not gone far when he came to some tall trees. Out 
of the top called a breeze : ' ' Oh, little half chick, I am caught 
in the treetop, won't you come and help me?" 

But the little chick answered, "Oh, breezes, I can't help you. 



200 HELPING 

I'm going to the palace where the king lives.'' Hoppity skip, 
hoppity skip, he went down the road. 

He had not gone far when he came to a stream. The stream 
was full of leaves and stones, so it conld not flow on to the 
ocean. It called, ^^Oh, little half chick, won't yon take out the 
stones and the leaves?" 

The chick only answered, ^^Oh, stream, I can't help you; I'm 
going to the palace where the king lives." Hoppity skip, 
hoppity skip, he went down the road. 

Bye and bye he came to the gates of the city. Right on he 
hopped, down the street, till he came to the palace. Up the long 
walk, up the white marble steps, through the doorway, and 
hoppity skip, hoppity skip, down the long hall till he came to 
the kitchen. The door was open, so into the kitchen he hopped. 

When the cook saw him she threw up her hands, calling, ^^A 
half chicken! The king wanted chicken for dinner. We could 
not find one anywhere. A half chicken is better than no 
chicken!" She caught up the chick, took a kettle from the 
sink, dropped the half chicken in, poured on some water, clapped 
on the cover, and put the kettle on the stove. 

Under that cover was the most surprised chicken you ever 
saw. He could hear the fire crackle; he could feel the water 
getting hotter and hotter. 

*^0h!" he called, ^'oh, fire, you mustn't hurt me!" 

But the fire answered, ''When I was by the roadside, under 
the gypsy's kettle, you didn't help me, and now I can't help 
you. ' ' 

Hotter and hotter the water grew. ' ' Oh, water, ' ' called the 
chick, ' ' you mustn't hurt me ! ' ' 

But the water answered, ''Oh, little half chick, when I was 
in the stream you didn 't help me, and now I can 't help you. ' ' 

Hotter and hotter it grew, till at last the little half chick sank 
to the bottom. 



HELPING 201 



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The cook rushed in, calling, "I smell something burning. 
She caught up the kettle, grabbed off the cover, threw up the 
window, and dumped the chicken out on the ground. 

Very still he lay by the wall till he felt a cool breeze blowing 
over him. ^ ' Blow on me, ' ^ he whispered, ' ' blow on me. ' ' 

Cooler and cooler blew the breeze, and the chicken began to 
feel better. But the breeze blew harder and harder. The 
chicken tried to hang on to the wall. 

^'Oh, you mustn't hurt me,'' called the chick. 

*^0h, little half chick," answered the breeze, ^^when I was 
in the treetop, you didn't help me, and now I can't help you." 

The chicken could hold on no longer. He felt himself going 
up and up. 

Up and up, up and up, he went, over the tops of the houses, 
till he came to a church steeple. On the top he stuck fast. 
There you can see him to-day, a half chick, to tell which way the 
wind blows. 

—BctoU by F. P. K. 



202 HELPING 

LESSON II 

&n tfte jFarm 

The flowers that bend and meet 

In sweetening others grow more sweet. 

—0. W. Holmes. 

The fine art of living is to draw from each person his best. 

— Lillian Whiting. 

People do not lack strength: they lack will.— Fictor Hugo. 

Central Thought:— Be helpful. 
Text. — Love one another. 
Picture.-— The Gleaners. J. F. Millet. 
Song. — Praise Him! Robin. 

LESSON OUTLINE 

I. Point of Contact: Farms. 

II. How the farmer provides for our tables. 

III. The story of a pod of peas. 

1. In a window box. 

2. The cripple girl. - 

3. Her mother. 

4. The growing pea. 

5. A blossom. 

6. Another pod full of peas. 

THE LESSON 

Point of Contact. — Were any of you on a farm this Summer? 

Tell ns what you saw. What are the farmers doing these 
days! 

To-day we have a picture, taken in a country where the 
women help in the fields. These women are helping with the 



HELPING 



203 



harvest. Perhaps it is wheat, and they are making it into 
bundles. 

STORY 

One evening, soon after school began, a family where there 
were two children, a brother and a sister, were eating their 



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supper. All Summer they had been in the country. Henry, 
the brother, was asking his father how many things on the table 
came from a farm. 

^^I'll tell you," said father. Mother and sister looked up. 



204 HELPING 

*^ Bread, because the wheat grew in the farmer's field, butter, 
chicken, milk, lettuce, and apples for sauce.'' 

^^I never thought before how much the farmer helps us; 
this whole supper came from the country, and yet the cook 
thought that she prepared it," and mother smiled toward the 
children. 

^'We heard a story to-day," and little Euth sat up straight, 
^^ about some peas in a pod. They had been in the pod until 
they were yellow. One day the wind blew the pod off the 
vine, and they fell on the ground. Out rolled the peas. One 
was picked up by a boy who tried it in his pea sling, 

''Another was blown by a gust of wind, up into a box under 
a window. 

''A long time it was there, covered with dirt and leaves. 
One day it sent a shoot up out of the ground, then some green 
leaves into the sunshine. 

''That evening a white hand raised the window, a white 
face looked out, and some one called: 'Mother, come quick!' 

"It was a cripple girl, who had to sit alone by the window 
all day, while her mother was away at work. 

" 'Well, my child,' said the mother, 'how did a pea get into 
that box?' 

" 'I only know it is here. See the green leaves; I can 
water and tend it, and some day perhaps a blossom will come.' 

"Every morning she raised the window, and every week 
new leaves came out. Then buds appeared, and at last a cluster 
of blossoms. When these were gone there came a little green 
pod. She could hardly keep from picking it, just to see what 
was inside. 

"At last the pod seemed quite full. She opened it, and 
found five ripe peas. 

' ' Next year there will be more peas in her box. Who would 
have thought that one tiny p^a could have helped her so much ? ' ' 



HELPING 205 

**Not I,'' said Euth's brother, as he passed his plate for 
more chicken. ^'It's a funny old world, where everything seems 
to help everything else/' 

^'Even chicken helps when a boy's hungry," said his father, 
as he put a big piece on Henry's plate. 



206 HELPING 

LESSON III 

£lueen (B$tbtt 

The story of Queen Esther before the King is a difficult one 
to present to children. 

The royal surroundings, the Queen's courage, and the grant- 
ing of her request, are three events attractive to child life. 

Around these the story has been woven, eliminating much 
that is beyond a child's comprehension. 

Central Thought. — Esther's brave deed. 

Text. — The King held out to Esther the golden scepter that was 
in his hand. Esther 5 :2. 

Picture. — Esther before the King. Dore. 
Song. — Prayer. 

LESSON OUTLINE 

L Point of Contact: Queens. 

II. Fairy tales. 

III. A people in trouble. 

IV. One only could help, the Queen. 

V. ''I will go." 

VI. Esther before the King. 

VII. Their second meeting. 

VIII. Her request granted, 

IX. The result. 

THE LESSON 

Point of Contact. — Have you heard the story of a Queen? 
Some of the fairy tales are of Queens. To-day we have a 
Queen's story. Some things in it are almost like a fairy tale, — 
and some things are sad. 



HELPING 



207 



Something had happened. All up and down the land there 
was sorrow. 

A cruel King had said that a certain people could not live in 




The King held out to Esther the golden 
scepter that was in his hand 

Esther 5:2 

his land. Because one man had asked it, he had said: *^Yes, 
they cannot live here.'^ 

Word had been sent up and down that land, and every- 
where there was weeping. 

In all that country there was only one who could help that 
poor people. 



208 HELPING 

She was the Queen. A cruel law said that even she must 
not go to the King unless he sent for her. What should she do 1 

If she stayed away, her people would die. If she went, 
when the King had not sent for her, her life might be taken 
away. 

She said: ^'I will go." 

She put on her royal apparel, robes of purple and gold, and 
went to the King. 

If he was glad to see her, and willing to hear what she said, 
he would hold out his golden scepter. 

The King was sitting on his royal throne. Nearer and nearer 
she came. She was trembling, lest he should not raise his 
scepter. She could see it in his right hand by his side. 

^^And it was so, when the King saw Esther the Queen, stand- 
ing in the court . . . the King held out to Esther the golden 
scepter that was in his hand." So Esther drew near, and 
touched the top of the scepter. 

^^Then said the King unto her. What wilt thou, Queen 
Esther? And what is thy request? It shall be given thee."^ 

The Queen's heart leaped for joy. Even then she did not 
ask him to save her people. She asked him to come to a dinner 
which she would prepare. 

The King came. Esther pled for her people, and the King 
heard her plea. 

Can you see her standing there in her royal robes, asking 
him to save the men, the women, the children? 

It was a glad day when the King heard Queen Esther. 

Not many days after he sent letters unto all the Jews ^^with 
words of peace and truth." Esther 9:29/ 

To this day the Jews commemorate what they call the Feast 
of Purin, to celebrate the day when the King heard Queen 
Esther's plea. 



1. Read this quotation from the Bible. 



HELPING 209 

LESSON IV 

Ctoeltie a5rat!)er0 

Wliat comes from the lieart, goes to the hesLrt.— Coleridge. 
Love is the most effectual prsLjer.—Dugenet. 
It is not enough to love others ; you must let them know that 
you love them.—/. E. MUier. 

Expect men and women to be generous and noble and they 

will be generous and noble. —James Freeman Clarl-e. 

Truth is often brought home by way of contrast. 

The sad story of Joseph being sold by his brothers will be 
followed next Sunday by the story of his kindness to those same 
brothers, in providing for them in time of famine. 

Central Thought. — Be ye kind. 

Text. — And they . . . sold Joseph for twenty pieces of silver. 
Genesis 37:28. 

Picture. — Joseph sold by his Brothers. Schopin. 
Songs. — Praise Him! Robin, and The Snow. 

LESSON OUTLINE 

I. Pomt of Contact: Brothers, a family of twelve brothers. 

II. The old father and his young son. 

III. The dream. 
lY. The coat. 

V. The jealous brothers. 

VI. Joseph goes to find them. 

VII. They cast him into a pit. 

VIII. Joseph sold. 

IX. The sad home. 

THE LESSON 
Point of Contact. — Our story is about a family of boys, 
more brothers than you have fingers and thumbs, twelve. 

14 



210 



HELPING 
STORY 



Tlie yonngest boy had come to that home when the father 
was an old man. He played with the lad, and the boy helped 
his father. Perhaps the father made toys for him, for they 
could not buy toys so long ago. When the boy grew older, the 




And they .... sold Joseph for twenty pieces of silver' 



Genesis 37:28 



father made him a coat of many colors. Do you know the 
boy^s name? 

When Joseph's' brothers saw that bright coat, were they 
glad their young brother had it ? 

Those twelve brothers often worked together in the field. 
One night, after they had been binding the golden grain into 
sheaves, Joseph dreamed about it. In his dream he saw his 



HELPING 211 

sheaves standing erect, while those of his brothers - bowed 
down to them. 

He told the brothers about it, and they were not happy. 

One morning the father sent the eleven older brothers a 
long distance to find pasture for his flocks, — in that country men 
often kept so many flocks that some had to be pastured far 
from home. 

AVhen they had been gone several days, the old father was 
anxious to know that all was well with the boys and the flocks, 
so he called Joseph to him and said:^ ''Come, and I will send 
thee unto them. ' ' And Joseph said : ' ' Here am I. ' '^ 

It was a long journey, and Joseph, the boy, walked all the 
way. "When he came to the place where the old father had said 
he would find them, no brothers were there. They had gone 
farther on to find pasture. 

On went the boy. Can you see him? He was probably 
carrying food from home to the boys. The sun was hot, and he 
had had a long journey. All the way he was thinking that he 
would be so glad to go back and tell the father that the brothers 
were well, and that the flocks had found green pasture lands. 

Joseph had on his ''coat of many colors." Afar off the 
brothers could see him. When they saw him coming nearer 
and nearer, what did they do 1 

They said: "We will kill him.'' 

One brother said: "No^ let us not do that; let us cast him 
into a pit and leave him to die.'' So they put him into an 
empty cistern, or well, while they sat down to eat the very bread 
he had brought. 

Wliile they were eating they saw a caravan — a long line of 
camels coming toward them. 

And the brother, Eeuben, said : ' ' See, these are traders, going 



1. Read this quotation from the Bible. 

2, Joseph's immediate and explicit obedience is worthy of special mention. 



212 HELPING 

to a far-away country to sell tlieir sweet- smelling spices. Let 
ns take Joseph out of the well. ^He is our brother.' (Genesis 
37:27.) Let us uot leave him to die.'' 

So they sold Joseph for twenty pieces of silver. 

How do, you think they felt when they saw the long line of 
camels going farther and farther away! 

And there was the old father ! What should they tell him ? 

This is what they told him: they took the bright colored 
coat, killed a kid, and dipped the coat in the blood. '^This," 
they said, *^we have found; can you tell if it be Joseph's coat?" 

The old father knew it, and said: ^'An evil beast has killed 
him. ' ' 

The father mourned for his boy. Long days he wept and 
long nights. 

Can you see the boys in the field again? Now they whis- 
pered together. 

When night came, and they were with the old father, they 
could not think of anything to say. When he spoke the name 
of ^* Joseph" all was still. 

It was a sad, sad home those brothers had made. 

What of Joseph? Next- Sunday the story will tell you. 



HELPING 213 



LESSON V 

3fo0epl) l^elping J)ij8; TBrotfter^ 

'^Do unto others as yon would that they should do unto 3"on." 

In the story to-day, we are sorry Joseph did not make him- 
self known to his brothers, and send word immediately to his 
father. During his thirteen years in Egypt, no message had 
been sent to the old father. No excuse can be made for this. 

However, one of the great lessons of life is to refuse to 
dwell on mistakes, to look for the strong qualities in every life. 

The story shows that Joseph had not forgotten his wrong. 
It also shows that he was willing to help the brothers who had 
sold him for silver. Having once resolved to make himself 
known, his conduct was noble and generous. 

Central Thought. — Return good for evil. 

Text. — Little children . . . love one another. 

Picture. — Jacob going to recover his Son in Egypt. Schopin. 

Songs. — Prayer and The Snow. 

LESSON OUTLINE 

I. Point of Contact: A word picture. 

II. The palace, the king, his officers. 

III. Joseph. 

IV. The famine. 

V. The arrival of the brothers. 

VI. Joseph receives them. 

VII. He helps them. 

VIII. Their return. 

IX. They come again. 

X. Joseph made known. 

XI. Joseph sends for his father. 

XII. The meeting. 



214 



HELPINO 
TEE LESSON 



Point of Contact. — I want to sliow yon a picture ; not a real 
picture, but one made with words. 

STORY 

It is in the King's palace. The King is there in his robes 
of bright colors. Beside him is sitting a young man. They are 



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talking earnestly, for this young man is the King's first officer. 
There is a famine in the land and people are coming to them 
for food. 

Long years before, that King has dreamed a dream, and the 
young man has told him its meaning. The meaning is that 
a famine will come to the King's country and to all the land 
about. 



HELPING 215 

So tliey have saved the grain, and put it away in big barns 
and storehouses, — great rows of them. 

Can you guess who the young man is? It is Joseph. 

The Heavenly Father has been with him. The caravan has 
taken him to a country where he has done such good work that 
now he is first officer to the King. 

To-day his brothers are not working in the fields. There are 
no crops to gather, no fruits to pick, and almost nothing to eat. 

The old father has heard that there is plenty of corn in the 
King's storehouses where the King has saved it. So the father 
sends ten of his boys, with money, and sacks to be filled. The 
moment Joseph sees those brothers he knows them. Do you 
think he gives them corn? He does not tell them who he is ; but 
from what he says they feel that he knows all about them. 
He even tells them that there have been twelve brothers once, 
that they have left one at home with their father. 

He fills their sacks with grain, — more than this, when they 
open them they find the money in the tops of the bags. 

Later, they come again, and then he tells them who he is. 
When he tells those brothers that he is Joseph, whom they had 
sold, they cannot say one word. 

No sooner has he told them than he sends them all the way 
back with wagons and pro^asions, and the glad word to bring 
the old father to him. 

'^And Joseph made ready his chariot and went up to meet 

, . . his father." Genesis 46:29. 

AVlien the old father saw him, he fell on his neck and wept 
glad tears of joy, 



WINTER SEASON 

THIS topic is to pave the way for the Thanksgiving and 
Christmas work. 
In law there is a term ''share and share alike.'' 
We are living in an Age and a Country where wealth 
is prone to rnle, where time is counted as money, where 
thonghtfulness of others — in the business world — is rarely 
considered. 

This topic has been selected : 

I. That every boy and girl may come to feel that the shar- 
ing of money and gifts is of less importance than 

II. The sharing of time, 

III. The sharing of strength, and 

IV. The sharing of thought. 

It is choosing to help another, when we would prefer to do 
something for ourselves, that develops the giver. 

It is using one's time and strength to go out of one's way 
in helping the sick or unfortunate, when the day has been 
planned for one's self, that counts with Him Who said, *^I was 
in prison and ye visited me. ' ' 

It is one's thought to plan a gift that will prove a real help, 
that counts more than the gift itself. It is taking the pennies 
that may have been earned for a new top, or a dress, ^nd choos- 
ing to spend them for the cripple in his cot, that helps the giver. 

This is the true spirit of Thanksgiving for blessings that 
have been vouchsafed to us, while others, equally as worthy, have 
them not. 

216 



SHARING 217 

How can man love but what he yearns to help? 

— Eohert Browning. 

Lesson I. Development Lesson. What is true giving? The 
giving of time, strength, thought, and money. 

Lesson II. Abraham and Lot. See, is not the whole land 
before thee? If thou wilt take the left hand, then I will go to 
the right, and if thou depart to the right hand, then I will go to 

the left. Genesis 13:9, 10. 

Lesson III. Two children. Their home. Another home. 
A Thanksgiving dinner. 
A toy train of cars. 



218 SHARING 



LESSON I 

©istet agaggie 

The teacher is to reveal to the child the true meaning of 
sharing. 

Create an atmosphere, the atmosphere of love, of thought, 
and care for others ; help the child to create, and develop the 
Christ spirit. 

^'The best man is the most unselfish man." 

Humble, constant, voluntary self-sacrifice — this is what con- 
stitutes the true dignity of man. Therefore it is written, ^^The 

last shall be first."— Fenn Frederic Amiel. 

Is thy cruse of comfort wasting! 

Rise and share it with another. 
And through all the years of famine, 

It will serve thee and thy brother. 
Is thy burden hard and heavy? 

Do thy steps drag heavily! 
Help to bear thy brother ^s burden, 

God will bear both it and thee. 

— Elizabeth Charles. 

Central Thought. — Sharing is the giving of one's time, strength, 
thought, and money to others. 

Text. — Be ye kind one to another. Ephesians 4 :32. 
Song. — God's Care. 
Picture. — The Little Muse. 

LESSON OUTLINE 

I. Point of Contact: A home. Four children. How they share 
time, strength, and work with the mother and father. 
H. ''The thinking cap." 



SHARING 219 

III. Jonathan. 

IV. Kebekah. 

y. Sister Maggie. 

VI. Little children . . . love one another . . . as I have loved you. 

Jesus. 
TEE LESSON 

Point of Contact, — I know of a home where Saturday is the 
busiest day in the week. Fonr children live in that home. 
Saturday morning every one is getting his, or her, work done; 
for the afternoon is for play and a good time. 

What is the work? To do the things that will save mother's 
and father's time and strength, all the week that is coming. 

One cleans upstairs, another downstairs. A third does the 
haking ; and the boy takes out the ashes, fills the coal hod, looks 
after the furnace, and rakes up the yard. Do you think those 
children would rather be reading or playing ? They never think 
of that now ; they know the afternoon is for fun. 

STOBY 

Once, when the boy first began to bring up the coal, he 
wanted to play ball instead. But that boy loved his mother — ■ 
he had seen her tired face. He thought: It isn't fair for me to 
play all day while she is working, so he brought up the coal, and 
did many other things to help. 

The girl, who might have been making doll's dresses, was 
washing the dishes; another, who wanted to go out of doors, 
was learning how to make cookies ; and the third, who loved to 
read her new story book, was making her bed. 

They were giving to mother something better than gifts, the 
greatest gift of all — ^love. 



This morning I made, up here in my mind, a little cap. It 
was a white cap, with strings to tie under the chin. It will fit 



220 



SHARING 



every boy here; it will fit every girl here. I named it. Can 
you guess its name? It is a ''thinking cap.'' I want to put it 
on all of our heads. Next Sunday I want to know that you 




Ton B) 



Be ye kind one to another 

Paul 

have kept it on all the week. Let us put our caps on (in 
imagination). Put on the caps and tie them under your chins. 

Are they all fastened to stay until next Sunday? 

This *' thinking cap" is to tell us the meaning of a new word 
— perhaps you know it already. Let me tell you a story about 
it. 



SHARING 221 

One boy had a red apple. He cut it in two, and gave his 
sister the little piece, while he kept the big one. Was that 
Sharing? 

Not the kind our thinking caps are here to help us about. 

Another boy was running down the street when he passed 
a newsboy who had fallen, hurt his hand, and spilled his 
papers in the mud. 

He passed the boy in his hurry, but he went back and took 
him to his home, where his mother dressed the hand. Then he 
gave five cents, which he was going to spend for marbles, to the 
boy for new papers. Was that sharing ? 

The sharing of what? Time, love, money? 

Jonathan left the palace and went on a dangerous journey 
to the woods to help some one. 

Eebekah, tired after her day's work, gave her time and 
strength to draw water for the servant and his camels. 

(Pass the cards.) To-day we have the picture of Sister 
Maggie, who is taking care of her baby brother, and knitting. 

I know she would rather play out of doors. But her work 
helps the brother and mother. Perhaps she is knitting a warm 
mitten to give to some poor child at Christmas. It was Jesus 
who said, that night just before he was leaving the world, 
'* Little children, love one another ... as I have loved you.'' 



222 SHAKING 

LESSON II 

aiiraftam anD Lot 

To-day tlie story shows us the true spirit of sharing. 

Abraham gives Lot his choice. The old uncle chooses love, 
generosity, and peace. The nephew takes selfishness, — select- 
ing what often seems, but never is, the easier path. 

Central Thought. — It is more blessed to give than to receive. 

Text. — Let there be no strife between me and thee — is not 
the whole land before thee ? . . .If thou wilt take the left hand then I 
will go to the right, and if thou depart to the right hand, then I will go 
to the left. Genesis 13:9, 10. 

Picture. — Children with Flowers. Von Bremen. 

Song. — To be chosen by the children. 

LESSON OUTLINE 

I. Point of Contact : Hills. 

II. Two men on a hill. 

III. Their great flocks. 

IV. The strife. 

V. The old uncle gives Lot his choice. 

VI. He chooses selfishness. 

VII. They separate. 

VIII. Abraham's departure. 

IX. How did Lot feel when the old uncle was gone ? 

TEE LESSON 

Point of Contact,— Rave you ever seen a hill? Did you see 
trees on a hill! Have you climbed^to the top, and looked off 
on the country? What did you see? 



SHAKING 223 

STORY 

On the top of a mountain is a grove of trees. Under the 
trees are standing two men. One is a young man, named Lot; 
the other his old uncle, Abraham. 

Together they have journeyed from a far-away homeland, 
bringing with them their families, their camels, sheep, tents, 
and goods. Long miles they have come, over hills and through 
valleys, traveling day after day. But now they have stopped 
to find a home in this beautiful new land, a home for themselves, 
their families, sheep, and camels. 

Both are rich in gold and silver, and in cattle. As they 
stand on the mountain they see, not far away, the tents of 
the people who have come with them. They see their own 
herds of cattle, and, on the neighboring hills, the shepherds tend- 
ing their sheep. Abraham and Lot have been talking of those 
shepherds. So great are the herds and flocks that there are 
not springs of water and pasture lands enough for them all. 
There has been a strife between the herdsmen, or shepherds, of 
Abraham's cattle, and the herdsmen of Lot's cattle. Abraham 
and Lot have been talking about it. 

Now the old man's head is bowed. He knows there is not 
room in that land for them all. He is thinking. 

Perhaps he walks over to where Lot is standing, and lays his 
hand on the young man's shoulder. He speaks: ^'Let there be 
no strife," he says, ^^ between me and thee, and between my 
herdsmen and thy herdsmen, for we be brethren. ' ' 

^'See," he continues, pointing to the distant mountains, ^4s 
not the whole land before thee! If thou wilt take the left hand, 
then I will go to the right, and if thou wilt depart to the right 

hand, then I will go to the left." Genesis 13:9, 10. 
*'Lot lifted up his eyes." Genesis 13:10. 

Away to the North he saw great ranges of mountains, but 



224 



SHAEING 



no pasture land. On the West were the bare hills, but no 
meadows for sheep; and on the South, rocky slopes, with but 




Love one another 

Jesus 



Von Bremen 



few trees, and no streams of water. (Use the blackboard to 



SHAKING 225 

picture tlie mountains of tlie North, hills of the "West, and rocky 
slopes of the South.) 

Then he turned to the East ; on this side, right at the foot of 
the mountain on which they were standing, was a river,^ wind- 
ing its way through a green valley, and finding its home at last 
in the blue waters of the lake." Groves of date trees and palm 
trees were there, pasture lands and streams of water. Along 
the river was a road, leading to two cities.^ Beyond was a dark 
range of mountains f these, too, were green with pasture lands. 

(As you give the word picture of this verdant Eastland, 
make a crude sketch of it on the board, completing your four- 
sided picture. Have green crayon to show the beauty of the 
pasture lands of the East.) 

Did Lot say, '^ Uncle, you take this East country, for I am 
younger and can go on to some other land, while you are already 
tired from the journey?" 

No ; Lot said : ^ ^ I will take all that country to the East. ' ' 

They parted. When Lot was gone, Abraham, alone on the 
mountain, looked away to the North, West and South. (Point 
to the blackboard.) Rugged hills, but no pasture lands any- 
where. 

"I cannot stay here," he said. ^'If my sheep are to have 
pasture and my people to have food, I must work." 

''So Abraham arose and walked through the land." 

Journeying South, he pitched his tent in the plain.^ There 
looking up to the blue sky, he thanked The Father for helping 
him to do the right. 

Note. — The picture to-day shows us two children who hare been gathering 
flowers. Are they sharing them? 



1. Jordan. 2. Lake of Sodom. 3. Sodom and Gomorrah. 4. Mountains of Moab. 

Genesis 13:18. Compare old and new versions. 
15 



226 SHAEIXG 



LESSON III 

Cfiinbing Caps 

As Tlianksgiving approaches the children turn their thoughts 
toward Christmas. 

May the Christmas Season be a sharing of the Christ-spirit. 

Let us show our thanksgiving by beginning to think how we 
can most truly share the Father's richest gifts with others. 

*^ Inasmuch — " 

Central Thought. — What can I do for others? 
Text. — Be ye kind one to another. Ephesians 4 :32. 
Picture. — The Preferred One. Langer. 

LESSON OUTLINE 

L Point of Contact: Thinking caps. 

II. Two children, a father, and mother who packed a basket for 
Thanksgiving. 

III. The boy who sent his train of cars to the children who had never 
seen real ones. 

lY. Can we pack a basket for Thanksgiving? 
V. Song. 

THE LESSON 

What about those thinking caps? 

Have they helped you to ^^ share'' anything? 

STORY 

Did you ever look into a robin's nest? Have you seen the 

'^ung robins in the nest? Have you watched the mother bird 

eed them? Does she give the little birds part of a worm and 

eat the rest herself? Does she give all the worms to one bird! 



SHARING 



227 



Not until her children- have had all they need does she go to 
find her own breakfast, or dinner. 

I know of two children in a home nest. They are strong, 
happy children, but they do not have as many oranges, nor as 
many new hats and shoes as the other children on their street. 




Longer 



Be ye kind 

Paul 



Last Winter, when their "little friends were eating all the rosy 
apples they wanted, there was not an apple in their cupboard, 
or cellar. 

In the country, not far away, was another home, and 
in that cellar was a row of barrels full of apples, — red, yellow, 
sweet and sour. The children in that home did not need so 
many. So they packed a big basket. The mother put in some 



228 HELPING 

cakes, wliile the father said: ^' Let's send a turkey.'' A few 
days before Thanksgiving they took a big box to the express 
office, and away it went to the city. Yon can gness the rest of 
the story. 

I know of a boy who heard of some children, in a far-away 
land, who had never seen a train of cars. He had a fine express 
train that Santa Claus had brought him last year. AYhen he 
wound it up it ran around the track, through a tunnel and into 
a little station. AVhat do you think he did 1 He brought out the 
big box it came in, packed the track, tunnel, station, and engine 
all in it again, and said: ^'I'll send it to those children who 
never saw a train of cars," 

To-day that train is in the kindergarten of a mission school. 
The children who wind up the engine, and watch it fly over the 
track with its little train, never heard a real engine toot, or saw 
the long track, and the big train that goes whizzing by. 

Is the boy glad he sent it?^ The missionary and some of 
the children have written him letters.^ 

How many have something at home that we might send a 
poor family for Thanksgiving day? 

Let's put on our ^'thinking caps," and see if we can't pack 
a big basket with a good dinner, and warm clothes for some 
family where there are children, who will not have the good 
things unless we send them. 

Song — The Thanksgiving song can be used if the teacher 
chooses. 

Note. — T would suggest that the teacher this week call a Mother's Meeting. 
Secure the cooperation of the mothers in your plans for the basket. 



1. The teacher can add a story of the mission work for which the children give their 
pennies, if she desires. 

2. Allow the children to tell a few stories of their "sharing." Avoid the "I did it" spirit. 



Cljanfesgtbtng 



Back of the loaf is the snowy flour; 
And back of the flour the mill ; 
And back of the mill is the wheat, and the shower, 
And the sun, and the Father 's will. 

— Maltby Davenport Bahcock. 
' ' Thanksgiving is thanks-living. ' ' 

The world is a bridge: build thou upon it. 

— Inscription on Taj-Mahal at Agra. 

God is pleased with no music below, so much as the thanksgiving song of 
rejoicing, comforting, and thankful persons. — Jeremy Taylor. 

What you are speaks so loud, that I cannot hear what you say. — Emerson. 

THE topic will be presented in three lessons : 
Lesson I. "Thank you," and "Work." The harvest 
season, and two boys who fonnd what thanks-living 
really is. 
Lesson II. The Angelns. A story of peasant life among old 
and young. Time for "thank you" while at work. 

Lesson III. The Widow's Mite. "It is more blessed to give 
than to receive. 

Note. — When topical work was first suggested, as the most practical for young 
children, the educators said: ''We must have something that will get into the hands 
and feet of the children. ' ' 

We want in our hands and feet thanks-living, the kind that helps at every turn. 



229 



230 THANKSGIVINa 

LESSON I 

' ^ It takes one little girl or boy, 

Two hands to work and play, 
And just one loving little heart, 
To make Thanksgiving Dayo^^ 

In this busy world, it often happens that we are so occupied 
that we forget to think of blessings other than the reward of our 
own efforts ; while others, upon whom blessings are showered as 
gifts, come to feel that when they have said ''thank you,'' their 
duty is done. 

To-day let us show the boys and girls that they have work to 
do, if they are to show to The Father their gratitude for His 
blessings. 

Central Thought. — The proof of Thanksgiving is our daily life. 
Text. — Who giveth us richly all things to enjoy. I Timothy 6 : 17. 
Picture. — Gypsy Girl with Fruit. Richter. 
Song. — Thanksgiving. 

LESSON OUTLINE 

I. The farmer's fields. 

II. A farmer and his two sons. 

III. He leaves them, 

IV. One summer. 

V. The father returns. 
YI. Another son. 

VII. ' ' Thank you ' ' and ' ' Work ' ' 

VIII. Thanksgiving Day. 

THE LESSOR 
Point of Contact. — Draw on the board a farm dividing the 
lots into squares. This lot is the orchard. Wlien the branches 

1. Blackboard work may be made most effectual with to-day's lesson. 



THANKSGIVING 231 

were drooping with apples, and the apples were ripe what did 
the farmer do? (Draw a ladder.) 

When they were picked, he put them into — ? Shall we make 
a barrel with our hands? When they were in the barrel, he 
drew some to his own cellar, the rest to the market. 

In this field grew something like this (hold up a potato or 
draw one on the board). Wlien the potatoes were ripe what did 
the farmer do! (Draw a hoe.) Show me how he digs with it. 
Into what does he put the potatoes? Let us make a bag with 
our hands. 

In this field grew something like this. (Corn.) What did 
it grow on? The cornstalk. The farmer picked the corn, and 
put it in the bag, as he did the potatoes. 

In this field grew wheat (for flour) : in this field, hay for the 
horses, and here, near the house, was a big garden. What 
came from the garden for dinner ? 

STORY 

The farmer who owned this farm had two boys. They were 
just the same size, looked alike, and dressed alike. 

Every year they saw their father at work, saw him plant the 
seeds, care for them, and put the fruit in the cellar for winter. 

One summer the farmer went away, leaving those two boys, 
who had grown large enough and strong enough to do all the 
work. 

One boy sat all day in the house. When he heard the farmers 
talking of the good harvest, he said: ''I am so glad. All day 
long I am grateful. Over and over I say, ^ thank you' for the 
sunshine that has ripened the fruit, the rain that waters the 
fields, '^ but sat with his arms folded. 

The other boy was up every morning before it was light. He 
picked the apples, packed the barrels, drew some to the cellar, 
some to the market. He said: **I11 get all the money I can," 




Jiichter 

Who giveth us richly all things to enjoy 

I Timothy 6:17 



THANKSGIVING 233 

(He had put in some apples that were poor, and covered them 
with red ones.) 

He drew away the potatoes. There were so many loads the 
men who helped wondered if he had picked ont all the poor ones, 
if those in the bottoms of the bags were as big and bright as the 
top ones. 

He drew away the wheat, and the oats, hardly saving enough 
for the flour for his mother, and to feed the cattle. 

This boy's face grew wrinkled and sour, — he was always in 
a hurry, with no time to help mother. 

The other boy sat all day in his chair. The mother wondered 
if these were the same boys who had been so happy when they 
were playmates together. 

The father came home. He watched those boys. He talked 
with the man who had bought those big bags of grain. He 
learned the whole story. 

The father gave those boys new names, ^' Thank You" and 
^^Work." "Thank You" he set at work in the woods, all day to 
chop wood. 

'^Work" he made sort the apples and potatoes in the cellar. 
The money he earned went to the man who had bought bags only 
half full of the good fruit. 

AVlien the next summer came, those boys worked together in 
the fields. At night they brought the coal and wood for the 
mother. When November came, they sat down to the Thanks- 
giving dinner to eat the turkey they had raised, the potatoes 
they had hoed, the fruit they had picked. 

There was a happy light in their eyes, a glad beat in their 
hearts, when the old father said : 



234 THAXKSGIVIXG 

^* Heavenly Father, may we do our part, and so show to 
Thee how thankful we are for the blessings received." 

Song. 

We're thankful for the winter's frost. 

That made the snowflakes fall, 
For every snowball that we tossed. 

And sleds, and skates, and all. 
We're thankful for the flowers found, 

In IMay time long ago ; 
Spring beauty peeping from the ground. 

And bloodroot white as snow. 

Note. — In primary classes the teacher mar have sufficient time to develop this 
verse. 

With kindergarten classes, have the piano sing the song, and repeat the verse to 
the children. 

One of the old songs can be used to-day. 



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THANKSGIVING 237 

LESSON II 

Cbe angelu0 

A thankful heart is not only the greatest virtue, but the 
parent of all other virtues.— cicero. 

Central Thought. — Gratitude. 

Text. — ^Giving thanks unto the Father. Colossians 1:12. 

Picture.— The Angelus. Millet. 

Song. — Thanksgiving. First verse. 

LESSON OUTLINE 

I. Point of Contact: The farmer's field. 

II. Autumn fruits. 

III. A log-cabin home. 

IV. Present customs. 

V. The Angelus. 

VI. ' ' Giving thanks unto the Father. ' ' 

THE LESSON 

Point of Contact. — Again draw the farmer's fields on the 
board. What grew in this one? In this? And this? 

I want to show you something The Father gives the farmer 
besides his food for the winter.^ (Cut open an apple.) Here 
is the red apple for him to eat, and here is something to put in 
the ground to make a new tree. This little seed has in it some- 
thing so wonderful that only The Father, Who made it, can know 
its secret. But the farmer has learned that if he puts it in the 
ground and cares for it, a new tree will grow. 



1. Have squash and pumpkin seeds to show to the children. 



238 THANKSGIVING 

STORY 

What is this I have made with my hands? It is a little log 
cabin — (use the thumbs for doors). Can you make one, too? 

I know of a country where all the farmers lived in cabins 
like this. The sides were made of logs, or tree trunks^ one on 
another. The roof was covered with straw, the floor was of 
clay, pounded hard. Sometimes the whole hut was made of mud. 

The meals were cooked in a big fireplace, and some of them 
eaten from dishes of wood. There were only four rooms, two 
downstairs and two upstairs. 

Up a rough ladder the children climbed to their cold rooms 
and beds of fresh straw. In the early morning perhaps, they 
could see the light through the cracks of the straw roof, and 
often they felt the rain dropping through. 

In the morning, when they climbed down, sometimes they 
knew that there was only one loaf of bread in the crock under 
the shelf, and that some one must go to the field to milk the cow 
before breakfast. 

In that country men, women, and children worked in the 
fields. 

To-day we have a picture of a father and mother in the 
potato field.^ As she worked perhaps the tears came into her 
eyes, when she thought of the children at home. She re- 
membered how they had knelt at her knee, and thanked the 
Father for His care, and how she had wished for more break- 
fast to give them. 

As they worked, suddenly the mellow tones of a bell floated 
over the field. It was The Angelus. 

Do you remember, before Jesus came, an angel came and told 
Mary of the great joy that was coming to her! 

^*The Angelus'' bell is said to have been named after that 
angel. In that far-away land, this Angelus bell was rung 
morning, noon, and night, in memory of the coming of the 

1. Pass the cards. 



THANKSGIVING 



239 



angel who told of tlie coming of the baby Jesus. The bell asked 
the people to pause in their work, and to thank their Heavenly 
Father 



for His goodness. 




Giving thanks unto the Father Colossians i: 



Jlitlet 



When the father and mother heard the bell, the father put 
down his fork and the mother her basket, and they bowed their 
heads. There, alone in the field, they thanked The Father for 
sending Jesus, then for the fruits of the field, for home^ children, 
and love. 

Let us bow our heads and say *' thank you,'^ too. 

Sing the prayer softly. 



240 THANKSGIVING 

LESSON III 

It was not what she gave, but what she gave up, not what 
it meant to the recipient, but what it meant to her. 

Central Thought. — The gratitude back of the gift. 

Text. — It is more blessed to give than to receive. Acts 20 : 35. 

Picture. — The Widow's Mite. Dore. 

Song. — Thanksgiving. 

**We're thankful for the liolidays, 

That came with summer heat, 
And all the happy summer plays, 

And Grandma's garden sweet. 
We're thankful for the autumn's store, 

Wlien fields are bare and gray, 
And all the year that brings once more 

Our dear Thanksgiving Day. ' ' 

LESSON OUTLINE 
I. Point of Contact: A mother and children. 

II. Their poor home. 

III. Their grateful hearts. 

IV. They plan to help others. 

V. She goes to the temple. 

VI. The two mites. 
YII. Jesus sees her. 
VIII. His words. 

THE LESSON 

Point of Contact. — Would you like to hear of some one who 
had a little Thanksgiving of her own? 

Note. — To-day the teacher is given an opportunity to make the children familiar 
with the mission work of the church, and to help them to share in the practical 



THANKSGIVING 



241 



work, the giving of self, and the giving of money. If possible, tell them a story of 
some one whom the church is helping. Perhaps the district nurse or pastor will tell 
the children a story of some needy family. 

STORY ^ 

Jesus told us this story. 

She was a poor woman who had only what she could earn. 
That had to pay the rent, buy the food, wood, and clothes for 




It is more blessed to give than to receive 

Acts 20:35 



Bida 



her and her children. But she was well and strong, and so were 
the children, and were growing each day. In her heart she was 
glad, and she wanted to thank The Father who gave them 
to her. 

As she knelt in her cottage, she said : ^ ^ Help me to do some- 



1. Pass the cards, and allow the children to guess what the woman in the picture is doing. 
16 



242 THANKSGIVING 

thing to show my thankfulness to Thee, for it is when my child- 
ren are loving and helpf nl that I know they are grateful to me. ' ' 

She talked with the children about it, and they, too, wanted 
to help in ' ' Thanksgiving. ' ' 

Every day the mother went out to work, and every evening 
came back with food, bought with what she had earned. But 
this evening the children said: ^'Buy cheaper bread, and let us 
have milk instead of meat, then there will be enough money for 
to-day and to-morrow. To-morrow you can take what you earn 
to the temple, and give it there — perhaps The Father will know 
how grateful we are.'' 

The next morning the mother walked up the marble steps of 
the temple, carrying her baby. She went through the gateway, 
passed the gates that were overlaid with gold and silver, and 
under the porches with their columns of granite and red and 
white marble. She saw the great clusters of golden grapes that 
were twined over the golden doors of the temple — on, on, up the 
steps till she came to the great open court. Here people were 
going and coming, passing the treasury where they dropped in 
their coins. 

The rich were there, dressed in costly robes, and with purses 
filled with silver and gold. The woman drew her ragged shawl 
around her and held her two copper coins tightly. (It would 
take many of these coins to make a penny.) Her head was 
bent — perhaps she was praying. Timidly she made her way 
among the crowd, and dropped in those two little coins — ^^ clink, 
clink, ' ' they were gone. 

Had any one seen? 

She passed out and went home to her children, to her supper 
of cold bread and milk. 

Some One had seen. Jesus was there. He was sad that day, 
for He knew it might be the last time He would visit the temple. 



THANKSGIVING 243 

When the poor woman came in, He watched her. He knew 
she had dropped in all she had. 

Perhaps some rich man or woman brushed against her, or 
cast an unkindly glance at the ragged shawl, for no sooner had 
she dropped in her small coins, than Jesus said : 

'^Behold! She has given more than you all.'' She earned 
those two coins, and gave them because she was grateful. 

To-day I want you to hear of some one whom we can help. 

Note. — Plan some definite work to which the children can contribute. 



i (, 



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€\)xi&tmas 

OT to be ministered unto, but to minister, is the 
secret of Christmas Day, the secret of all joy, 
peace, growth and power." 

For the will and not the gift, makes the giver. 

— Lessing. 

He gives nothing but worthless gold, 
^^0 gives from a sense of duty. —Lowell. 

Let us help to restore the Christmas spirit. 

Often we hear the question : ' ' How many presents did you 
get?" 

We enter homes where the presents are displayed, for several 
days, on a table in the most conspicuous corner. At the Christ- 
mas dinner so much is said about '^getting" and '^presents" 
that one feels out of place if he has not provided gifts, and the 
children ask: ^'Did you bring a package?" 

Weeks have been spent in elaborate preparation, providing 
a conglomeration of useless gifts that in three months will be 
either broken or lost. During all that time the story of the birth 
of Jesus, the favorite Bible story with children, has only been 
casually referred to once or twice. The children know that 
Christmas is the birthday of the Christ-child, but the point of 
interest, around which all the preparations have focused, has 
been things, things, things. 

The Christmas spirit, the thought of what the coming of 
Jesus meant to the world, and means to the children, is rarely 
touched upon. 

The spirit of Jesus — of forgetting one's self in the desire to 

244 



CHRISTMAS 245 

help the poor, comfort the sick, search out and share with the 
afflicted — this spirit has been almost buried in an avalanche of 
gifts. These gifts are often expensive, and exchanged among 
friends and relatives already supplied with all of the comforts, 
and many of the luxuries of life. 

With the hospitals full of crippled and sick children, the 
orphanages containing thousands of homeless ones, the lower 
sections of our cities teeming with little lives, to whom a picture 
or a pair of warm gloves is a luxury — is it not time that the 
mothers and teachers paused to consider! Is it not possible to 
be of greater benefit to our children, and pupils, by helping them 
to be less self-centered, and to consider how they can spend 
their time and money at this season so that it will ^'do the 
greatest good to the greatest number,'' self included! 

The Christmas spirit — thought for others ! Consider those 
of whom you have never thought, at Christmas time. A letter, 
sent to one who has met with a great sorrow since the last 
Christmas-tide, may carry with it more of the Christmas spirit 
than an expensive gift, with a flowered card and a red ribbon 
attached. A ten-cent gift that was ^'just what I wanted,'' and 
carried with it an assurance of careful thought, has in it more 
of the spirit of Christ than an expensive present, thrust upon 
one who already has plenty of this world's goods. 

To-day's customs are due, partly, to the spirit of the age 
in which we live. Wlio makes the customs? 

The parents and teachers of to-day are the builders of the 
customs of to-morrow. 



246 CHRISTMAS 

LESSON I 

3n a Q^anger 

To-day we shall begin to develop the beautiful Christmas 
Cradle Hymn, written by Martin Luther for his children. 

Central Thought. — The coming of the Christ-child. 
Text. — For unto you is born in the city of David a Saviour, which 
is Christ the Lord. Luke 2:11. 

Picture. — Madonna and Child. Bodenhoiisen. 
Song. — Cradle Hymn by Martin Luther. 

^'Away in a manger, 

No crib for His bed, 
The little Lord Jesus 

Laid down His sweet head. 
The stars in the heaven 

Looked down where He lay, 
The little Lord Jesus, 

Asleep on the hay.'' 

LESSON OUTLINE 

I. Point of Contact: Stories. Who tells them to you? 

II. An old story of the Eastland. 

III. Two travelers. 

IV. No room in the inn. 

V. The cave. 

VI. Christmas morning and the Babe. 

VII. First verse of the song. 

THE LESSON 

Point of Contact. — How many like stories'? Who tells you 
stories? 



CHRISTMAS 247 

STORY 

Long years ago, the mothers and teachers told the children 
stories. A wonderful story had been told to the children of the 
Eastland. The story they heard was like this : 

A Prince was coming, or a King, such as the world had never 
seen. They had read about him in books, they had heard 
the story at bed time, they had talked about him again and 
again. 

A great castle, or a beautiful palace, would be his home ; he 
would wear rich robes and jewels, with a crown on his head. 
His chariot would be of gold and his steeds the best in the land. 
He would command armies, that would win in all battles. To 
him all people should bow. 



One evening at twilight, even while the mothers may have 
been telling the story, in that very Country where the children 
had heard it over and over, the story was about to come true. 

Up the slippery hill that led to a town, two people went — a 
man and a woman. They had had a long journey. As they 
came to the town where they were to stop, they saw many 
people coming in on the different roads, so many they feared 
there would not be room for them all. The woman rode on a 
beast; the man, staff in hand, walked by her side. They were 
not among the companies of the rich, for they had come from a 
small town where the man was the village carpenter. 

What could they have to do with the Prince, or King! 

The woman did not speak. She was thinking, thinking of 
that day, not so long before, when an angel had come to her, 
and had told her a wonderful secret. 

The King was coming, but he would not come as a King, 
but as a baby boy. The Father in heaven was to be His Father, 
and she was to be His mother. 

She and the carpenter; but you shall see — 



248 



CHEISTMAS 



small tavern, or ' ' inn, ' ' 



They went up the hill and into the town. At the gate of a 
they stopped. ' ' No room for you here, ' ' 
said the guard. 

The Carpenter went 
into the inn. When he 
came out, he led the 
beast, with the woman 
upon it, to a cave where 
the cattle were kept. . 

^' There is no other 
place,'' he said. ^^No 
one will give his place 
in the inn to a poor Car- 
penter." So they went 
into the cave. 

It was a long, narrow 
cave, with probably a 
high cliif or hill behind 
it. There were no win- 
dows and only one door. 
Along the sides were 
mangers, built of stone 
perhaps, and low enough 
for the cattle to eat from 
them. The floor was 
covered with straw, and 
there was grain and fod- 
der piled in the corners. 
Gentle sheep and cows 
were there. 

The travelers entered. 
On the sweet smelling hay, near an empty manger, they made 
a bed for the night. 




^"^ Bodenhmfsen 

For unto you is born in the City of David a 
Saviour, which is Christ the Lord 

Luke 2:11 



CHEISTMAS 249 

The sheep and the cattle soon went to sleep. The moon came 
up, and its bright light came in through the open doorway. 
The stars came out, and then all iv as still! 

The next morning, in that manger lay — a baby boy. And 

Mary, for that was her name, as she dropped a kiss upon the 

tiny forehead, whispered, so softly that nobody heard, his name. 

It was a new name to all the world, that first Christmas 

morning. 

She called him — Jesus. 

' ' Away in a manger. 

No crib for His bed. 
The little Lord Jesus 

Laid down His sweet head. 
The stars in the heaven 

Looked down where He lay, 
The little Lord Jesus, 
Asleep on the hay. ' ' 
Let us stand while the piano plays these words. "Will you 
say them after me slowly? Let us sing the first two lines 
softly. 

Develop the first verse to-day. 



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down where He lay. The lit • tie Lord Je - sus, A • sleep on the hay. 
down from the sky, And stay by my era - die Till morn-ing is nigh. 

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From " The Christ Child, in Art, Story, and Soug," by permission of Clayton F. Summy Co., Chicago. 

250 



CHEISTMAS 251 



LESSON II 

To-day talk with the children about their plans for Christ- 
mas. Begin, as a class, to arrange to do something for the sick 
or crippled children in the hospitals; for some afflicted or un- 
fortunate family; or for those who have been overlooked in 
your gift making of previous years. 

Central Thought. — The coming of Jesus — what it meant to the 
shepherds, to you, and to me. 

Text. — For unto you is born this day in the city of David, a 
Saviour, which is Christ the Lord. Luke 2:11. 

Picture. — Adoration of the Shepherds. Grass. 

Song. — Cradle Hymn. Second verse. 

LESSON OUTLINE 

I. Point of Contact: Song. 

II. The shepherds. 

III. The watchman shepherd. 

IV. The sheep and other shepherds. 

V. The light. . 

VI. The angel. 

VII. Their journey. 

VIII. Mary and Jesus. 

IX. Second verse of the song. 

TEE LESSON 

Point of Contact. — Have the piano play softly the Cradle 
Hymn. 

*^Away in a manger. 

No crib for His bed," — 
Sing the first verse softly. 



252 



CHEISTMAS 
8T0EY 



That same nigM, while the mother laid her babe in a manger, 
*^ There were in the same Country shepherds abiding in the 
fields and keeping watch over their flocks by night. "^ 




104 Grass 

"She called Him, Jesus" 

Can yon see the flocks on the hillside?^ Perhaps, as night 
comes on, they lead them to some sheltered valley. Under the 
shade of the wide-spreading trees, as it grows dark, the shep- 
herds, all except one, draw their warm cloaks about them and 
lie down to sleep. One is the watchman shepherd — he will 

1. Read the quotation from the Bible. 

2. The tense has been changed to make the word picture more vivid. 



CHEISTMAS 253 

watcli awhile, and then another will take his place while he 
sleeps. If it is cold and frosty — he wraps his sheepskin cloak 
around him, as he paces np and down among the flocks. All is 
still. The moon and the stars are over his head, and bright 
shadows move under the trees. Up and down, up and down, 
he paces, while the sheep and shepherds are sleeping. Care- 
fully he watches lest a wolf should steal out of the woods, or a 
robber come near his sheep. Perhaps his path in the snow is 
well beaten, as he walks in and out among the sheep. Still he 
paces up and down. 

See! A great light is breaking — it cannot be the new day, 
for it is too early for that ! Brighter and brighter it grows ! All 
the heaven above seems aglow with a light as bright as the 
sun, showing the delicate colors of the rainbow, and lending 
itself to the shadows on the snow. 

The shepherd trembles. He awakens his comrades. They 
open their eyes to such a dazzling light that, as they look upon 
the blinding blaze of glory, they fall on their knees. Out of the 
heavens comes a voice, as the voice of an angel. ^'And lo ! 
The angel of the Lord came upon them, and the glory of the 
Lord shone round about them, and they were sore afraid. 

^^And the angel said unto them: Fear not: for, behold, I 
bring you good tidings of great joy, which shall be to all people. 

^'For unto you is born this day in the city of David a 
Saviour, which is Christ the Lord. 

^'And this shall be a sign unto you; ye shall find the babe 
wrapped in swaddling clothes, lying in a manger. 

^'And suddenly there was with the angel a multitude of the 
heavenly host praising God, and saying, 

"Glory to God in the highest, and on earth peace, good will 
toward men. 

"And it came to pass, as the angels were gone away from 
them into heaven, the shepherds said one to another, Let us 



254 CHEISTMAS 

now go even unto Betlileliem, and see this thing which is come 
to pass, which the Lord hath made known unto us. 

*'And they came with haste, and found Mary, and Joseph, 
and the babe lying in a manger. ' '^ 

And when they saw the babe, they told Mary and Joseph, 
and the people, about the glorious light, and the angel who had 
said: ^' There is born in the city of David, a Saviour. '^ A 
Saviour! No King to tight battles, but a Saviour for you and 
for me ! 

Mother Mary hneiv — the Father had told her — this wonder- 
ful secret. She had kept it in her heart. 

Her heart was overflowing with love and tenderness for the 
baby boy as ''she wrapped him in swaddling clothes, and laid 
him in a manger.'* 

This was why she called his name, — Jesus.^ 



Shall we stand? 

Have the piano play the song. 

*'The cattle are lowing, the baby awakes/* etc. 
Develop the second verse. 



1. Read this quotation from ^he Bible. 

2. Tell me the meaning of this name. 



CHRISTMAS 255 

LESSON III 

Cfte Sim Cl)ri0tmas 

** Little wishes on white wings. 
Little gifts, such tiny things — 
Just one little heart that sings, — 
Make a ' Merry Christmas ! ' " 

Is the true diristmas spirit at work in your class? 

Are the children planning to remember those from whom 
they expect nothing in return! Do they feel the desire to help 
those who have previously been forgotten! 

We want a real Christmas in every heart. 

Central Thought. — For what did the baby Jesus come? 
Text. — For unto you is born this day in the city of David, a 
Saviour, which is Christ the Lord. Luke 2 : 11. 
Song. — Cradle H5niin. 
Picture. — The Visit of the Maji. Hofmann. 

LESSOX OUTLINE 

I. Point of Contact: Santa Claus. 

II. AVho gave us Christmas? 

III. In the desert. 

lY. Three camels and their riders. 

Y. The wise men. 

YI. The star. 

YII. The journey. 

YIIL The Babe, Mary, and the gifts. 

THE LESSON 

Point of Contact.— :ILo^ does Santa Claus happen to come to 
our homes? 



256 CHRISTMAS 

An old story says that lie comes from tlie Land of Love. 
In that wonderful land, the gifts are made by his helpers. 
Does Santa Clans love the children! Do his helpers love them, 
too! 

Wlio taught them how! He Wlio said: '*Let the little ones 
come unto me.'' 

Before that first Christmas morning, before Jesus came — 
well! after He came, — all the world was full of love for the 
babies, for the boys and the girls. Before He came there was 
no Santa Clans. After He taught ^^all people how to help and 
how to love," Santa Clans said: ^^This is my way of loving"- — 
so he piled his sleigh full for us all. 

STOBY 

While the baby lay in the manger — out on the desert, that 
dry, sandy desert, yellow and hot, with no trees, only rocks 
and hills, and great clouds of sand, — something white appeared 
in the distance. What was it! It was large, and moved from 
side to side as it came nearer. Now there was another, and now 
a third. They were camels. 

Each one carried a rider, wrapped in a loose garment, to 
protect him from the fine dust, and with a canopy to shield 
him from the sun. The camels had broad, flat feet with fat pads 
on the bottom and thin, narrow nostrils, which they could close 
against the sand and the dust. 

Those riders had just met. Each came from his own 
Country, far, far away. 

They were Wise Men. In his own Country, each had seen a 
new star; and each had heard a voice saying that the King, 
for whom the world had been watching, was come: but ^^He is 
not a King" — the voice had said — '^He is a babe. Follow the 

Note. — Read from Farrar's Life of Christ and Gerkie's Life of Christ, the first 
chapters. 




17 



The First Christmas Morning 



Hofmann 



258 CHEISTMAS 

star, and you shall find Him, wrapped in swaddling clothes, and 
lying in a manger/' 

Storing away in the bags of the saddle beautiful gifts for the 
babe, each had journeyed across the desert to that spot where 
the three met. 

Those AVise Men had never heard of Christmas. They did 
not know they were bringing the first Christmas gifts. 

When they met they said : ' ' Surely the Father hath led us ; 
let us hasten to find the young child.'' 

^'And lo, the star which they saw in the East went before 
them, till it came and stood over where the young child was, and 
when they saw the star, they rejoiced with exceeding great joy. 
And they came into the house, and saw the young child, with 
Mary his mother, and they fell down and worshipped him; and 
opening their treasures, they offered unto him gifts, gold, and 
frankincense and myrrh.' "^ 

Shall we stand and sing our song? 

*^The cattle are lowing. 

The baby awakes. 
The little Lord Jesus, 

No crying He makes. 
I love Thee, Lord Jesus! 

Look down from the sky. 
And stay by my cradle, 

Till morning is nigh." 

1. Read this quotation from the Bible. Matthew 2:9-12. 



CHRONOLOGICAL INDEX 

OLD TESTAMENT STOEIES 

PAGE 

The World Home (Creation) 96 

Two Children (Adam and Eve) 100 

Abraham 's Journey 43 

Abraham and Lot 222 

Ishmael and His Mother • 123 

Eebekah and the Servant 118 

Jacob and Esau 85 

Twelve Brothers (Joseph and his Brothers) 209 

Joseph Helping his Brothers 213 

David and Jonathan 127 

David and Goliath 48 

Queen Esther 206 

Job 34 

Daniel at the King 's Table 38 

NEW TESTAMENT STOEIES 

In a Manger 246 

The Shepherds 251 

The First Christmas 255 

Jesus (Peter's Wife's Mother). The Children (Christ Blessing the Children) . .12, 15 

Jesus and the Child, The Master (Jesus at the Well) 132, 169 

Behold, How He Loved ! 20 

The Widow's Mite 240 

The Good Shepherd 3 

Easter Time, the Joyful Procession 67, 70 

He is Eisen 73 



259 



CARDS FOR THE CHILDREN 







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THE CARDS 



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